Facilitator training for educators involved in interprofessional learning.
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.
Freeman
Sarah
S
Centre for Interprofessional Practice, University of East Anglia (UEA), Norwich, UK.
Wright
Anna
A
Lindqvist
Susanne
S
D001291:Attitude of Health Personnel; D003142:Communication; D005178:Faculty / Q000458:organization & administration*; D006126:Group Processes; D006282:Health Personnel / Q000193:education*; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational