Facilitators' perceptions of delivering interprofessional education: a qualitative study

Abstract

Background: The literature on facilitation of interprofessional learning (IPL) tends to discuss its importance rather than providing empirical accounts focused on understanding its nature and the factors that might make it effective.

Aim: This study aims to provide an initial insight into facilitators' experiences of facilitation, and begin to identify some of the key elements that contribute to successful facilitation of IPL.

Methods: 2 focus group interviews were held with facilitators of IPL (n = 5; n = 8) within a higher education setting. Follow-up telephone interviews were undertaken with 6 facilitators. Thematic analysis was undertaken on the data. All facilitators were invited to a presentation of findings in order to help validate the authors' interpretation of the data.

Results: Results indicated that facilitators valued both their induction and their weekly debriefing meetings in preparing and developing them for their role. To be effective, facilitators felt they needed to display a range of attributes including enthusiasm, humour and empathy. Despite enjoying their work, facilitators reported that their role in IPL was challenging, more so than problem based learning (PBL) with uni-professional groups.

Conclusions: The study indicated that the facilitation of IPL is a complex and demanding activity. It also indicated that the use of a facilitator induction and regular de-briefing sessions were key to supporting the facilitators work and fostering interprofessional collegiality.

Notes

Notes

Interprofessional learning is defined in this paper as occasions “when two or more professions learn with, from and about each other in order to improve collaboration and the quality of care”. (The U.K. Centre for the Advancement of Interprofessional Education – www.caipe.org.uk)

Additional information

Notes on contributors

Susanne Marie Lindqvist

SUSANNE LINDQVIST is Lecturer in Interprofessional Practice and Director, of the Centre for Interprofessional Practice at the University of East Anglia, UK. She is responsible for the delivery of an interprofessional learning (IPL) programme to healthcare students with three opportunities to IPL in years one, two and three.

Scott Reeves

SCOTT REEVES is Associate Professor at the Department of Family & Community Medicine, Director of Research at the Centre for Faculty Development at St Michael's Hospital. His research aims to illuminate and explain the complex array of processes and outcomes connected to interprofessional education and interprofessional practice.DRS LINDQVIST AND REEVES developed the study together. SR undertook data collection activities and led the data analysis. Both authors wrote the first draft of this paper together and each contributed to subsequent drafts.