Abstract
Interprofessional education (IPE) is an innovative strategy to support advances in education and health practice committed to patient and population needs. The success of any educational action in IPE depends on the facilitator's ability to mobilize skills, knowledge, attitudes and values. This study aimed to build competencies for faculty development in IPE. Descriptive-exploratory research with a qualitative approach, using the Delphi method, with the participation of IPE specialists from Brazil. The data were analyzed according to consensus and the content validity index. Nine experts agreed with four competencies organized into domains, definitions and actions, with consensus ≥ 80% in two rounds. The final competency framework consisted of four competencies validated by the experts as described: 1. understanding of the socio-historical-cultural aspects of IPE and interprofessional collaborative practice in the context of patient health needs, and health systems; 2. elaboration of the learning objectives and expected results of IPE proposals with the explicit purpose of promote collaborative competencies development; 3. systematization of the theoretical and methodological assumptions of IPE and interprofessional collaborative practice; 4. including learning and evaluation methods from an interactive and shared perspective to operationalize IPE. We concluded that the validated competency framework is a tool that will allow IPE facilitators to improve and institutionalize IPE in different contexts and practices, contributing to the progress of faculty development IPE initiatives and curricular implementation.