An Evaluation of a Conflict Resolution Curriculum Implemented Among Interprofessional Health Faculty in Higher Education

Interprofessional education (IPE) prepares healthcare professionals to work collaboratively in team-based environments. While IPE includes competencies for conflict resolution, it is often under-addressed in faculty development and training. This project aimed to evaluate the effectiveness of a targeted educational intervention focused on conflict resolution. A two-hour online workshop based on the TeamSTEPPS® Mutual Support module was delivered to faculty and affiliates from Hawaii's Interprofessional Education programs. A pre-post design was used to measure outcomes. Tools included the TeamSTEPPS® Learning Benchmarks, the Teamwork Attitudes Questionnaire (T-TAQ), and the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Data were analyzed using SPSS to assess satisfaction and changes in knowledge and attitudes. Fourteen participants completed the pre-survey, and thirteen completed the post-survey. Participants showed statistically significant improvement across all 20 ICCAS items. One item on the T-TAQ and one conflict-related question on the TeamSTEPPS® Learning Benchmarks showed significant gains. Participants reported high satisfaction, found the material relevant, and noted increased confidence in managing interprofessional conflict. The findings suggest brief, targeted training can improve faculty confidence and competence in managing conflict. This has implications for faculty development, IPE curriculum design, and organizational practices. Limitations include a small sample size, reliance on self-report, and limited generalizability. Future research should explore long-term outcomes and broader application across health disciplines.