Using a meta-ethnographic approach to explore the nature of facilitation and teaching approaches employed in interprofessional education

Abstract

Background: Interprofessional facilitators and teachers are regarded as central to the effective delivery of interprofessional education (IPE). As the IPE literature continues to expand, most studies have focused on reporting learner outcomes, with little attention paid to IPE facilitation. However, a number of studies have recently emerged reporting on this phenomenon.

Aim: To present a synthesis of qualitative evidence on the facilitation of IPE, using a meta-ethnographic approach.

Methods: Electronic databases and journals were searched for the past 10 years. Of the 2164 abstracts initially found, 94 full papers were reviewed and subsequently 12 papers were included. Teams of two reviewers independently completed each step in the review process. The quality of these papers was assessed using a modified critical appraisal checklist.

Results: Seven key concepts embedded in the included studies were synthesized into three main factors which provided an insight into the nature of IPE facilitation. Specifically, the synthesis found that IPE facilitation is influenced by “contextual characteristics”; “facilitator experiences”; and the “use of different facilitation strategies”.

Conclusions: IPE facilitation is a complex activity affected by contextual, experiential and pedagogical factors. Further research is needed to explore the effects of these factors on the delivery of IPE.

Glossary

Interprofessional education: Interprofessional education is an activity that occurs when members (or students) of two or more professions learn interactive together in order to improve collaboration and the quality of care (Reeves et al. 2013).

Meta-ethnography: is a method for combining (synthesizing) data from qualitative evaluation and research by translating concepts and metaphors across studies (Noblit & Hare 1988).

Disclosure statement

The authors report no conflicts of interest.

Notes on contributors

Scott Reeves, PhD, is Professor in Interprofessional Research, Centre for Health and Social Care Research, Faculty of Health, Social Care and Education, Kingston University and St George’s, University of London, UK.

Ferruccio Pelone, PhD, is a Research Associate, Centre for Health and Social Care Research, Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, UK.

Julie Hendry, SFHEA, MSc, PGCTL(HE), BSc (Hons), DCR(T), CMS, is a Senior Lecturer and Course Director, Undergraduate Therapeutic Radiography Programme, Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, UK.

Nicholas Lock, MSc, TDCR, HDCR, SFHEA, is a Principal Lecturer, School Of Radiography, Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, UK.

Jayne Marshall, PhD, MA PGCEA, ADM, RM, RN, FHEA, is the Head of School of Midwifery and NMC Lead Midwife for Education, Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, UK.

Leontia Pillay, MSc, PGCEA, ADM, RM, is a Senior Lecturer and Assessment Lead, Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, UK.

Ruth Wood, EdD, is a Senior Lecturer and Area Lead: Advanced Study and Practitioner Research, Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, UK.