Training students as interprofessional learning facilitators: An exploratory study highlighting the need to build confidence

References

• Anderson, E. S., Cox, D., & Thorpe, L. N. (2009). Preparation of Educators involved in interprofessional education. Journal of Interprofessional Care, 23(1), 81–94. doi:10.1080/13561820802565106
   PubMed Web of Science ®Google Scholar
• Bene, K. L., & Bergus, G. (2014). When learners become teachers: A review of peer teaching in medical student education. Family Medicine, 146(10), 783–787.
   Google Scholar
• Brandt, B., Luftiyya, M. N., King, J. A., & Chioreso, C. (2014). A scoping exercise of interprofessional collaborative practice and education using the lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393–399. doi:10.3109/13561820.2014.906391
   PubMed Web of Science ®Google Scholar
• Brewer, M. L., Flavell, H., Trede, F., & Smith, M. (2017). Creating change agents for interprofessional education and practice: A leadership programme for academic staff and health practitioners. International Journal of Leadership in Education, 1–13. doi:10.1080/13603124.2017.1279349
   Google Scholar
• Carpenter, J., & Dickinson, C. (2011). Contact is not enough: A social psychological perspective on interprofessional education. In S. Kitto, J. Chesters, J. Thistlethwaite, & S. Reeves (Eds.), Sociology of Interprofessional Health Care Practice (pp. 55–68). New York: Nova Science Publishers.
   Google Scholar
• CAIPE (Centre for the Advancement of Interprofessional Education). (2006). CAIPE re-issues its statement on the definition and principles of interprofessional education. CAIPE Bulletin, 26, 2.
   Google Scholar
• CAIPE (Centre for the Advancement of Interprofessional Education). (2016). Interprofessional education guidelines. London, UK: CAIPE.
   Google Scholar
• Clouder, D. L., Davies, B., Sams, M., & McFarland, L. (2012). Understanding where you’re coming from: Discovering an [inter]professional identity through becoming a peer facilitator. Journal of Interprofessional Care, 26, 459–464. doi:10.3109/13561820.2012.706335
   PubMed Web of Science ®Google Scholar
• Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London, England: Learning & Skills Research Centre.
   Google Scholar
• Derbyshire, J. A., Machin, A., & Crozier, S. (2015). Facilitating classroom based interprofessional learning: A grounded theory study of university educators’ perceptions of their role adequacy as facilitators. Nurse Education Today, 35(1), 50–56. doi:10.1016/j.nedt.2014.05.001
   PubMed Web of Science ®Google Scholar
• Dunleavy, K., Galen, S., Reid, K., Dhar, J. P., & DiZazzo-Miller, R. (2017). Impact of interprofessional peer teaching on physical and occupational therapy students’ professional role identity. Journal of Interprofessional Education & Practice, 6, 1–5. doi:10.1016/j.xjep.2016.10.006
   Google Scholar
• Egan-Lee, E., Baker, L., Tobin, S., Hollenberg, E., Dematteo, D., & Reeves, S. (2011). Neophyte facilitator experiences of interprofessional education: Implications for faculty development. Journal of Interprofessional Care, 25(5), 333–338. doi:10.3109/13561820.2011.562331
   PubMed Web of Science ®Google Scholar
• Evans, S., Knight, T., Sønderlund, A., & Tooley, G. (2014). Facilitators’ experience of delivering asynchronous and synchronous online interprofessional education. Medical Teacher, 36(12), 1051–1056. doi:10.3109/0142159X.2014.918254
   PubMed Web of Science ®Google Scholar
• Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 1–11. doi:10.1177/160940690600500107
   Google Scholar
• Freeman, S., Wright, A., & Lindqvist, S. (2010). Facilitator training for educators involved in interprofessional learning. Journal of Interprofessional Care, 24(4), 375–385. doi:10.3109/13561820903373202
   PubMed Web of Science ®Google Scholar
• Freeth, D., & Reeves, S. (2004). Learning to work together: Using the presage, process, product (3P) model to highlight decisions and possibilities. Journal of Interprofessional Care, 18, 43–56. doi:10.1080/13561820310001608221
   PubMedGoogle Scholar
• GMC (General Medical Council). (2012). Good medical practice: Working with doctors working for patients. Manchester, UK: General Medical Council.
   Google Scholar
• Hall, L. W., & Zierler, B. K. (2015). Interprofessional education and practice Guide No. 1: Developing faculty to effectively facilitate interprofessional education. Journal of Interprofessional Care, 29(1), 3–7. doi:10.3109/13561820.2014.937483
   PubMed Web of Science ®Google Scholar
• Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education: BEME Guide No. 9. Medical Teacher, 29, 735–751. doi:10.1080/01421590701682576
   PubMed Web of Science ®Google Scholar
• Hanna, E., Soren, B., Telner, D., MacNeill, H., Lowe, M., & Reeves, S. (2013). Flying blind: The experience of online interprofessional facilitation. Journal of Interprofessional Care, 27(4), 298–304. doi:10.3109/13561820.2012.723071
   PubMed Web of Science ®Google Scholar
• Havnes, A., Christiansen, B., Bjørk, I. T., & Hessevaagbakke, E. (2016). Peer learning in higher education: Patterns of talk and interaction in skills centre simulation. Learning, Culture and Social Interaction, 8, 75–87. doi:10.1016/j.lcsi.2015.12.004
   Web of Science ®Google Scholar
• Hawkes, G., Nunney, I., & Lindqvist, S. (2013). Caring for attitudes as a means of caring for patients–Improving medical, pharmacy and nursing students’ attitudes to each other’s professions by engaging them in interprofessional learning. Medical Teacher, 35(7), e1302–e1308. doi:10.3109/0142159X.2013.770129
   PubMed Web of Science ®Google Scholar
• HCPC (Health and Care Professions Council). (2016). Standards of conduct, performance and ethics. London, UK: Health and Care Professions Council.
   Google Scholar
• Honey, P., & Mumford, A. (1982). The manual of learning styles. London, UK: Peter Honey Publications.
   Google Scholar
• Howkins, E., & Bray, J. (2008). Preparing for interprofessional teaching: Theory and practice. Oxford, UK: Radcliffe.
   Google Scholar
• Keenan, C. (2014). Mapping student-led peer learning in the UK. New York, NY: Higher Education Academy.
   Google Scholar
• Kolb, D. A., & Fry, R. E. (1975). Toward an applied theory of experiential learning. In C. W. Cooper (Eds.), Theories of group process. London, UK: M.I.T. Alfred P. Sloan School of Management.
   Google Scholar
• Kotter, J. P. (2014). Accelerate. Cambridge, MA: Harvard Business Review Press, US.
   Google Scholar
• LeGros, T. A., Amerongen, H. M., Cooley, J. H., & Schloss, P. (2015). Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training. Journal of Interprofessional Care, 29(6), 596–602. doi:10.3109/13561820.2015.1040874
   PubMed Web of Science ®Google Scholar
• Lehrer, M. D., Murray, S., Benzar, R., Stormont, R., Lightfoot, M., Hafertepe, M., … Maio, A. (2015). Peer-led problem-based learning in interprofessional education of health professions students. Medical Education Online, 20. doi:10.3402/meo.v20.28851
   Web of Science ®Google Scholar
• Lindqvist, S., Duncan, A., Shepstone, L., Watts, F., & Pearce, S. (2005). Development of the attitudes to health professionals questionnaire (AHPQ): A measure to assess interprofessional attitudes. Journal of Interprofessional Care, 19(3), 269–279. doi:10.1080/13561820400026071
   PubMedGoogle Scholar
• Lindqvist, S. M., & Reeves, S. (2007). Facilitators’ perceptions of delivering interprofessional education: A qualitative study. Medical Teacher, 29(4), 403–405. doi:10.1080/01421590701509662
   PubMed Web of Science ®Google Scholar
• Marvell, A., Simm, D., Schaaf, R., & Harper, R. (2013). Students as scholars: Evaluating student-led learning and teaching during fieldwork. Journal of Geography in Higher Education, 37(4), 547–566. doi:10.1080/03098265.2013.811638
   Web of Science ®Google Scholar
• Milot, É., Museux, A., & Careau, E. (2017). Facilitator training program: The université laval interprofessional initiative. Social Work in Health Care, 56(3), 202–214. doi:10.1080/00981389.2016.1265630
   PubMed Web of Science ®Google Scholar
• National Health Service (NHS). (2016). Developing people – Improving care: Evidence-based national framework to guide action on improvement skill-building, leadership development and talent management for people in NHS-funded roles. Retrieved from https://improvement.nhs.uk/resources/developing-people-improving-care/
   Google Scholar
• Nursing & Midwifery Council (NMC). (2015). The Code: Professional standards of practice and behaviour for nurses and midwives. London, UK: Nursing and Midwifery Council.
   Google Scholar
• O’Brien, B. C., Patel, S. R., Pearson, M., Eastburn, A. P., Earnest, G. E., Strewler, A., … Shunk, R. (2017). Twelve tips for delivering successful interprofessional case conferences. Medical Teacher, 39, 1214–1220. doi:10.1080/0142159X.2017.1344353
   PubMed Web of Science ®Google Scholar
• Pittenger, A. L., Fierke, K. K., Kostka, S., & Jardine, P. J. (2016). Developing interprofessional facilitators and leaders: Utilization of advanced health profession students as interprofessional (IPE) facilitators. Currents in Pharmacy Teaching and Learning, 8, 52–58. doi:10.1016/j.cptl.2015.09.004
   Web of Science ®Google Scholar
• Rees, D., & Johnson, R. (2007). All together now? Staff views and experiences of a pre-qualifying interprofessional curriculum. Journal of Interprofessional Care, 21, 543–555. doi:10.1080/13561820701507878
   PubMedGoogle Scholar
• Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., … Kitto, S. (2016a). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher, 38(7), 656–668. doi:10.3109/0142159X.2016.1173663
   PubMed Web of Science ®Google Scholar
• Reeves, S., Pelone, F., Hendry, J., Lock, N., Marshall, J., Pillay, L., & Wood, R. (2016b). Using a meta-ethnographic approach to explore the nature of facilitation and teaching approaches employed in interprofessional education. Medical Teacher, 38(12), 1221–1228. doi:10.1080/0142159X.2016.1210114
   PubMed Web of Science ®Google Scholar
• Rohrer, D., & Pashler, H. (2012). Learning styles: Where’s the evidence? Medical Education, 46, 634–635. doi:10.1111/med.2012.46.issue-7
   PubMed Web of Science ®Google Scholar
• Ruiz, M. G., Ezer, H., & Purden, M. (2013). Exploring the nature of facilitating interprofessional learning: Findings from an exploratory study. Journal of Interprofessional Care, 27(6), 489–495. doi:10.3109/13561820.2013.811640
   PubMed Web of Science ®Google Scholar
• Sargeant, J., Hill, T., & Breau, L. (2010). Development and testing of a scale to assess interprofessional education (IPE) faciliation skills. Journal of Continuing Education in the Health Professions, 30, 126–131. doi:10.1002/chp.20069
   PubMed Web of Science ®Google Scholar
• Snyder, J. J., Carter, B. E., & Wiles, J. R. (2015). Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory. Life Sciences Education, 14(1), 1–6.
   Web of Science ®Google Scholar
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. doi:10.1037/h0022100
   PubMed Web of Science ®Google Scholar
• Williams, B., & Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review. Nurse Education Today, 42, 23–29. doi:10.1016/j.nedt.2016.03.024
   PubMed Web of Science ®Google Scholar