Unpacking the perceptions and experiences of student facilitators in interprofessional education: a qualitative study

Figures & data

Figure 1. Overview of the online peer teaching training program.

Table 1. Summary of the themes, sub-themes, and codes for the qualitative data.

Theme	Sub-theme	Code
Motivations and expectations for being a student facilitator	Intrinsic motivation	Time available
		Personal interest
	Extrinsic motivation	Gain experience in teaching
		Improve communication skills
		Enhance CV
	Knowledge acquisition	Learn discipline-specific knowledge
	Skill development	Collaboration and cooperation skills
		Communication skill
		Leadership skill
	Perceived importance of IPE	Cultivate a sense of collaboration in the clinical setting
		Favorable to future career development
		Facilitate critical thinking
Engagement in IPE facilitation	How to accommodate the identity shift	Previous learning/peer teaching experience
		Understand the responsibilities of the facilitator
	Perceptions towards identity shift from student to facilitator	Enjoyable/rewarding
		Intuitive
		Stressful/nervous
		Challenging
	Preparation for teaching	Based on previous IPE learning experience
		Preview the learning materials
		Literature review/lecture notes
		Emotional/Attitudinal readiness
	Challenges during the teaching sessions	Select the group leader
		Facilitate the part of conducting the care plan
		Difficulty understanding clinical jargons/concept
		Resolve technical issues
		Adjust group dynamics
		Shift between two overlapping sessions
	Calibration after each teaching session	Set up a role model
		Inform self-reflection
Effectiveness of IPE facilitation	Cognitive congruence	More knowledge and interprofessional learning experiences
		Prompts
		Monitoring
		Clarification
		Initiate questions
	Social congruence	Relaxed learning atmosphere
		Not intervene/dominate
		Ice-breaking
		Encouragement
		Understanding difficulties
		Empathic and supportive behaviors
Improvements after IPE facilitation	Socialization	Make new friends
		Build rapport with peers
	Attitudinal aspects	Receptiveness towards different disciplines and viewpoints
		Boost confidence
	Knowledge and skill acquisition	Gain interdisciplinary knowledge
		Facilitation skill
		Communication skill
Favorable to teaching, learning, and career prospects	Improve teaching, learning, and professional development	Gain teaching experience
		Improve presentation and facilitation skills
		Beneficial to further study
	Preparation for future careers	Reinforce the awareness of collaboration
		Learn to communicate with other professions
		Learn how different professionals work together to provide care
		Learn about other professions

Figure 2. Conceptual framework for the analysis and illustration of the perceptions and experiences of student facilitators in IPE.

Table

Teaching module	Case summary	Learning objectives
Dementia	To manage a patient who is an 85-year-old man who is experiencing progressive memory loss, irritability, and behavioral changes indicative of early Alzheimer’s disease. His wife has been his primary caregiver but is now feeling overwhelmed and stressed. The interprofessional healthcare team needs to address the patient’s cognitive decline and behavioral symptoms and provide support and training for the patient’s wife to ensure the well-being of both individuals.	Appreciate the collective contribution of different disciplines. Demonstrate mutual respect and an appreciation of the unique skills, knowledge, and competencies that each discipline brings to an interprofessional team; Listen respectfully to the ideas of other disciplines to complement one’s disciplinary knowledge. Provide constructive and non-judgmental feedback on other members’ ideas; Respect differences and diversity among professions; Realize that interprofessional collaboration promotes creativity, motivation, and productivity; Apply the shared decision-making process from deliberation to choice or consensus; Build consensus, negotiate respectfully and effectively, and Formulate an interprofessional healthcare management plan.
Fracture	A 72-year-old woman with a history of colon cancer presents to the A&E Department with acute low back pain following a fall at home. Admitted to the hospital, she experiences ineffective pain management, emotional withdrawal, and a decline in physical function. The healthcare team faces a decision between transferring her to a rehabilitation hospital or allowing her to return home, but she expresses fear of addiction and resistance to certain pain medications. The case was managed via an interprofessional approach.
Developmental Delay	To treat a baby with Down’s syndrome with associated congenital heart disease requiring operation and severe developmental delay, apart from his medical problem, he also had poor social support. The case was managed via an interprofessional approach.
Depression	To treat a patient who was admitted to a psychiatric hospital following a suicide attempt by overdosing on prescribed lithium medication for his bipolar disorder. The case was managed via an interprofessional approach.
Cancer	A 38-year-old woman discovered a lump in her right breast while breastfeeding but delayed seeking medical attention for six months. After examination and biopsy, she was diagnosed with invasive carcinoma, leading to breast conservation surgery, a sentinel lymph node biopsy, and eventually a complete mastectomy. Financial difficulties arose as she had quit her job, and she struggled to afford further treatment, including self-financed medication. The patient also developed depression and lymphedema in her right arm, seeking both Western and Chinese medicine treatments for her symptoms. The case was managed via an interprofessional approach.
Stroke Rehabilitation	To manage a patient, who is a 66-year-old security guard with a history of hypertension, diabetes, and hyperlipidemia, experienced a sudden onset of neurological symptoms including difficulty walking, coordination issues, hoarseness, and slurred speech. He was diagnosed with a right lateral medullary infarct and received thrombolytic treatment. Following stabilization, the patient was admitted to the Acute Stroke Unit for monitoring and received multidisciplinary care, including traditional Chinese medicine treatment. After rehabilitation, he showed improvement but still required assistance with certain activities of daily living. The patient’s wife and their daughter faced challenges in supporting the patient’s recovery due to their work commitments and limited knowledge of stroke care. The case was managed via an interprofessional approach.

Note: The six teaching modules were implemented from January to April 2023.