Facilitator training for educators involved in interprofessional learning

Abstract

The provision of interprofessional education (IPE) within undergraduate healthcare programmes is now widespread, and a selection of approaches can be found in the literature. Although no optimal method of delivering IPE has been identified, some key elements, such as effective facilitation, are acknowledged to be a crucial part of successful IPE. However, to date, limited guidance is available on how to prepare facilitators involved in interprofessional learning (IPL). This paper aims to contribute towards bridging this gap by describing a facilitator training programme (FTP) for IPL facilitators in a Higher Education setting. The FTP comprises eight components relating to: objectives, context, role and skills, small group work, group dynamics, resources, support and evaluation. These components are designed to accommodate trainees with different learning styles (activists, pragmatists, theorists and reflectors) using training methods underpinned by adult learning theory and contact hypothesis. A description of the facilitator training is provided within this paper to illustrate how these eight components can be utilised by educators, to apply to their own IPE intervention and customising training to suit their own specific need.

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

“…They were further given the opportunity to explore in interprofessional small groups strategies to overcoming a profession-specific orientation to embracing more cross-disciplinary interactions in students' practice through 'tips from the trenches' and 'pushing into uncharted territories'. This approach is in keeping with Freeman, Wright, and Lindqvist's (2010) The workshop format and content were designed to support participants' learning about the roles and interests of those from several different professions. Two theories guided the development of the workshop: intergroup contact theory (Pettigrew 1998) and Mezirow's transformative learning theory (2000).…”

“…Others have suggested key skills required (Freeman, Wright, and Lindqvist 2010, Banfield and Lackie 2009, Harvey et al 2002. Some authors suggest strategies for teaching (Derbyshire and Machin 2011, Armitage, Connolly, and Pitt 2008, Craddock et al 2006, but none were located that suggest a method for preparation of uni-professional clinical teachers to support IP student learning in practice.…”

“…Thus, it is important to prepare clinical teachers to focus, not only on their own profession, but also on the importance of engaging other professions in practice settings (Freeman, Wright, and Lindqvist 2010, Rees and Johnson 2007, Anderson, Cox, and Thorpe 2009. Several authors have commented that stereotypes and rivalries can exist between health professionals, and can create roadblocks to effective collaboration (Derbyshire andMachin 2011, Harvey et al 2002).…”

Interprofessional Education and Practice in Athletic Training

“…10 As such, faculty development is necessary to provide the requisite facilitation skills. 81 Freeman et al 82 describe several components of facilitator training: (1) agreement of the learning objectives; (2) presentation of the underlying theory, background, and context; (3) small-group work; (4) role play of the learning group; (5) discussion and reflection on the facilitator's role and skills; (6) effective training material; (7) ongoing support and opportunities for development; and (8) evaluation and review. Although this theory has not been evaluated specifically, similar studies have validated several of the aforementioned principles.…”

Faculty Development for Interprofessional Education and Practice

“…Examples of successful local programmes are available (Deutschlander & Suter 2011;Freeman et al 2010;Freeth et al 2005;Howkins & Bray 2008). Successful faculty development programmes develop a range of teaching competencies and bring together mixed professional academic and practice faculty working in small groups to mirror the student IPE experience (Anderson et al 2009).…”