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While interprofessional education (IPE) activities have expanded across clinical contexts and countries in the past decade, our empirical understanding of this form of education is limited by an over-reliance upon studies which continue to focus on short term learner-focused outcomes. As a result we have only a partial understanding of the attributes needed to become an effective interprofessional facilitator.

In this paper we describe the design of both a faculty development program created to support IPE facilitators and a longitudinal systems-based evaluation. Emerging findings from the quantitative data set are presented and discussed.

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