Neophyte facilitator experiences of interprofessional education: implications for faculty development

Area of Science:

• Health Professions Education
• Interprofessional Education
• Faculty Development

Background:

• Interprofessional education (IPE) requires specialized facilitator knowledge beyond generic skills.
• Current IPE programs rely on a small group of experienced facilitators.
• Increased demand for IPE necessitates training more facilitators, but effective preparation methods are under-researched.

Purpose of the Study:

• To explore neophyte facilitators' perceptions and experiences in preparing for and delivering IPE.
• To identify challenges faced by new facilitators in IPE programs.
• To provide insights for improving faculty development strategies in IPE.

Main Methods:

• A multiple case study design was employed, examining four IPE programs in North America.
• Forty-one semi-structured interviews were conducted with 21 neophyte facilitators before and after program delivery.
• Data analysis focused on facilitators' preparedness and understanding of IPE principles.

Main Results:

• Despite a faculty development strategy, many facilitators reported feeling unprepared for IPE facilitation.
• Facilitators demonstrated a limited conceptual understanding of core IPE and interprofessional collaboration principles.
• This lack of understanding led to missed opportunities and challenges during IPE program delivery.

Conclusions:

• Existing faculty development for IPE may be insufficient in equipping facilitators with necessary conceptual knowledge.
• There is a need for more robust and targeted faculty development to enhance understanding of IPE and interprofessional collaboration.
• Improved faculty development is essential for successful IPE program outcomes and to prevent facilitator burnout.