Training students as interprofessional learning facilitators: An exploratory study highlighting the need to build confidence

Abstract

Interprofessional learning (IPL) aims to equip students for future interprofessional and collaborative practice. Involving students as IPL facilitators is becoming increasingly commonplace as an attempt to catalyse the necessary transformation of our workforce needed to deliver truly integrated and person-centred care. Evidence in the literature highlights the key role of trained facilitators in reaching successful IPL outcomes. Some guidelines are available as to how we train staff facilitators, but little evidence is available that describes how to appropriately prepare student IPL facilitators. The aim of this exploratory study was to investigate whether student IPL facilitators felt that they were sufficiently prepared for their role. Data in the form of open-ended text-based responses from student facilitators (n = 9) were collated after an intervention where student facilitators had been given the role of supporting IPL. Data were analysed using principles of thematic analysis. Three main themes emerged: i) building confidence; ii) purpose of IPL; iii) learning moments. Student IPL facilitators who took part in this study felt that they were adequately prepared for their role. Findings show that preparing students for IPL facilitation has similar, yet unique, components compared to the training staff. In particular, this study highlighted a need for student facilitators to receive further preparation to help build their confidence. Involving students as IPL facilitators has great potential in staff and students joining forces to equip students for future interprofessional and collaborative practice that can deliver high-quality care.

Educating Learning Assistants as Facilitators: Design Challenges and Experiences of Practice

“…In the future, we plan to place more emphasis on a mentoring scheme where the TAs and the EiT Section will continue the training of the LAs into the spring. We see from similar studies that the opportunity to contact experienced facilitators may reduce the anxiety the LAs have as novices on the job (Baker et al, 2018).…”

“…An approach to facilitation limited to giving the individuals and the team an opportunity to become aware of unconscious team processes, which can be applied in an education context, may to some extent be at odds with a practice we often find in an organizational setting where learning how to handle team dynamics is not the main goal (Thomas, 2006). It will also be at odds with a facilitation practice in an educational context where learning outcomes are linked to academic content achievements (e.g., Baker et al, 2018; Groccia & Miller, 1996; Linh et al, 2019).…”

“…Students as facilitators in a teacher-training program reported that they would like the program to contain more in-depth educational theory and provide more time for small group learning activities (Van Diggele et al, 2015). Another study has highlighted the need for student facilitators to receive further preparation to bolster their confidence (Baker et al, 2018).…”

Physiotherapist Students’ Perceptions in a Gamification Project

“…Cooperative projects require a work team that must organize, participate and contribute to achieve a creative solution to a problem raised. Furthermore, Johnson and Johnson state that working through collaborative projects in small groups manages to develop interpersonal skills thanks to positive interdependence and the evaluation of group performance (Baker et al, 2018).…”