Preparation of educators involved in interprofessional education

Abstract

To achieve effective interprofessional learning there must be effective teaching. In this study we analyse the impact of a Masters level two day course designed to prepare teachers for their role(s) in the design development and facilitation of interprofessional student groups. Since its inception the course has run periodically each year attracting over 70 health and social care teachers from academic and practice settings. The evaluation has confirmed the original hypothesis of the course design, that in order to properly facilitate interprofessional education, teachers need tailored professional developmental opportunities. They need to consider both the underpinnings and implications of interprofessionality and the ways in which appropriate pedagogical practice can illuminate and embed truly interprofessional learning.

Faculty Development for Interprofessional Education and Practice

“…Faculty development should assist faculty members to achieve an in-depth understanding of these elements of mixed profession group teaching relevant to IPE. As previously acknowledged interprofessional student groups are more diverse than many other learning groups, different not just by age, gender or academic profile, but in respect of their reasons for choosing their profession and over time through the process of taking on a professional identity (Anderson et al 2009). It follows that there can be tensions that need to be managed as the different individuals come together to learn together, for example, when a student from one profession thinks the approach from another profession is wrong, or where a student feels the medical student is dominant, taking on the leadership role unnecessarily.…”

“…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). In this way, expert stances are shared between practice and academia and facilitation skill sets are exchanged.…”

“…The students vary not only through their personal traits but through adherence to values which have shaped their career choice and become further moulded as they take on a professional identity during training (Anderson et al 2009). One role for faculty development includes critical reflective work to appreciate the unique properties of these mixed student groups and to equip educators with the skills to support students to learn about, from and with each other.…”

Shifting the Paradigm for Interprofessional Healthcare Education: Linking Academia and Health Care Systems

“…Anderson cites there is little literature that focuses on health care professionals teaching abilities and skills [22]. Teaching mixed students groups require not only understanding of content but also an awareness of the importance of the process of education.…”

“…Anderson cites that interprofessional health care groups are diverse in age, level of study, gender, and values, which have directed them towards the professional group in which they seek a career. Additionally, each profession has their own conventional education process to which they are partial [22]. Part of the educational process for any profession is the acculturation of the student to their own profession's responsibilities, thus a student may not truly understand their own profession's responsibility until well into their final year of training.…”