Susan J. Wagner (University of Toronto); Jill Shaver (B.J. Shaver Consulting); Mandy Lowe (Toronto Rehabilitation Institute and University of Toronto)
This poster describes an IPE facilitation module as part of an innovative longitudinal IPE faculty/staff development program designed to develop facilitation and teach others the required knowledge, skills and attitudes. A focus on key foundational theories and concepts along with facilitation competencies enabled participants to use an innovative self-assessment tool, practice the competencies and develop a short-term learning plan for further development. Evaluation revealed the program was effective in demystifying IPE facilitation and developing competencies.
Effective interprofessional learning requires relevant content built on competencies that is taught by knowledgeable and skillful educators and then assessed and evaluated. Key to the education process is the facilitator and their skill in facilitating interprofessional groups. As part of a longitudinal innovative interprofessional education (IPE) faculty/staff development program designed to cultivate faculty developers in IPE, a tailored curriculum to enable both IPE facilitation itself and for teaching others the required facilitation knowledge, skills, behaviours and attitudes for IPE facilitation was integrated throughout the curriculum.
The curriculum focused on best practice for IPE facilitation and included developing an understanding of IPE facilitation and key foundational theories and concepts. IPE facilitator competencies were developed for the program and included in a self-assessment tool that was employed to aid participants in discovering their own IPE facilitator competence. Participants had the opportunity to practice these facilitation competencies in discussions regarding common facilitator situations they had experienced and thus created key group learnings in this area. The utilization of learning plans for ongoing development of IPE facilitation was also highlighted.
Participant evaluations revealed satisfaction with the facilitation curriculum. In particular, the value of demystifying facilitation through enabling learners to assess their own competence and then practice these competencies and develop short-term goals as a commitment to change were noted.
IPE facilitation is an important part of interprofessional learning and can be effectively taught through a faculty development program that focuses on theories and concepts, self-assessment, practice and lifelong learning.
Government of Ontario