Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training

Theresa A. LeGros, Helen M. Amerongen, Janet Heather Cooley, Ernest P Schloss

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

Despite the increasing need for faculty and preceptors skilled in interprofessional facilitation (IPF), the relative novelty of the field poses a challenge to the development and evaluation of IPF programs. We use learning theory and IPF competencies with associated behavioral indicators to develop and evaluate six key messages in IPF training and experience. Our mixed methods approach included two phases: quantitative data collection with embedded qualitative data, followed by qualitative data collection in explanatory sequential fashion. This enabled triangulated analyses of both data types and of facilitation behaviors from facilitator and student perspectives. Results indicate the competency-based training was effective. Facilitators felt comfortable performing behaviors associated with IPF competencies; student observations of those behaviors supported facilitator self-reported performance. Overall, students perceived more facilitation opportunities than facilitators. Findings corroborate the importance of recruiting seasoned facilitators and establishing IPF guidelines that acknowledge variable team dynamics and help facilitators recognize teachable moments.

Original languageEnglish (US)
Pages (from-to)596-602
Number of pages7
JournalJournal of Interprofessional Care
Volume29
Issue number6
DOIs
StatePublished - Nov 3 2015

Keywords

  • Facilitation
  • faculty development
  • interprofessional education
  • interprofessional evaluation
  • interprofessional learning

ASJC Scopus subject areas

  • Medicine(all)

Fingerprint Dive into the research topics of 'Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training'. Together they form a unique fingerprint.

  • Cite this