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Related Experiment Video

Updated: Jun 14, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Facilitator training for educators involved in interprofessional learning.

Sarah Freeman¹, Anna Wright, Susanne Lindqvist

¹Centre for Interprofessional Practice, University of East Anglia (UEA), Norwich, UK.

Journal of Interprofessional Care

|April 10, 2010

Summary

This summary is machine-generated.

This study introduces a comprehensive facilitator training program (FTP) for interprofessional learning (IPL) in higher education. The program addresses key elements for effective facilitation, enhancing interprofessional education (IPE) outcomes.

Related Experiment Videos

Last Updated: Jun 14, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Healthcare Education
Interprofessional Learning
Adult Education

Background:

Interprofessional education (IPE) is increasingly integrated into undergraduate healthcare programs.
Effective facilitation is critical for successful interprofessional learning (IPL), yet guidance for facilitator preparation is limited.
Higher education institutions require structured approaches to train IPL facilitators.

Purpose of the Study:

To describe a novel facilitator training program (FTP) designed for interprofessional learning (IPL) facilitators.
To provide a framework for preparing educators to deliver effective interprofessional education (IPE).
To address the gap in guidance for training IPL facilitators in a higher education context.

Main Methods:

The facilitator training program (FTP) is structured around eight core components: objectives, context, role and skills, small group work, group dynamics, resources, support, and evaluation.
Training methods incorporate adult learning theory and the contact hypothesis to cater to diverse learning styles (activists, pragmatists, theorists, reflectors).
The paper details the FTP's components and their application for educators designing their own IPE interventions.

Main Results:

The described FTP offers a structured, adaptable model for preparing IPL facilitators.
The eight-component framework provides a comprehensive approach to facilitator development.
The program's design accommodates various learning styles, promoting inclusive training.

Conclusions:

The developed facilitator training program (FTP) provides a practical model for higher education institutions to enhance interprofessional learning (IPL).
Educators can adapt the eight-component framework to suit specific interprofessional education (IPE) needs and contexts.
Effective facilitator training is essential for the successful implementation and outcomes of interprofessional education (IPE).