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Facilitators' perceptions of delivering interprofessional education: a qualitative study
Susanne Marie Lindqvist1, Scott Reeves
1Centre for Interprofessional Practice, University of East Anglia, Norwich, Norfolk, United Kingdom. s.lindqvist@uea.ac.uk
Medical Teacher
|September 6, 2007
Summary
Facilitators find interprofessional learning (IPL) demanding, valuing induction and debriefing. Key attributes like empathy and humor are crucial for effective facilitation in higher education settings.
Area of Science:
- Interprofessional Education
- Higher Education Pedagogy
- Facilitation Skills
Background:
- Limited empirical research on interprofessional learning (IPL) facilitation.
- Existing literature emphasizes IPL importance over effective facilitation factors.
Purpose of the Study:
- Explore facilitators' experiences in interprofessional learning (IPL).
- Identify key elements for successful IPL facilitation.
Main Methods:
- Qualitative study using focus groups (n=5, n=8) and telephone interviews (n=6).
- Thematic analysis of facilitator experiences in higher education.
- Validation of findings through facilitator feedback presentation.
Main Results:
- Facilitators highly valued induction and weekly debriefing sessions.
- Essential facilitator attributes include enthusiasm, humor, and empathy.
- Facilitation of IPL is perceived as more challenging than problem-based learning (PBL) with uni-professional groups.
Conclusions:
- Facilitation of interprofessional learning (IPL) is complex and demanding.
- Facilitator induction and regular debriefing are vital support mechanisms.
- These supports foster interprofessional collegiality and enhance facilitator effectiveness.
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