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J Interprof Care. 2015;29(6):596-602. doi: 10.3109/13561820.2015.1040874. Epub 2015 Jul 31.

Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training.

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a Department of Pediatrics , College of Medicine .
b Department of Cellular and Molecular Medicine , College of Medicine .
c Department of Pharmacy Practice and Science , College of Pharmacy , and.
d Zuckerman College of Public Health, University of Arizona , Tucson , AZ , USA.


Despite the increasing need for faculty and preceptors skilled in interprofessional facilitation (IPF), the relative novelty of the field poses a challenge to the development and evaluation of IPF programs. We use learning theory and IPF competencies with associated behavioral indicators to develop and evaluate six key messages in IPF training and experience. Our mixed methods approach included two phases: quantitative data collection with embedded qualitative data, followed by qualitative data collection in explanatory sequential fashion. This enabled triangulated analyses of both data types and of facilitation behaviors from facilitator and student perspectives. Results indicate the competency-based training was effective. Facilitators felt comfortable performing behaviors associated with IPF competencies; student observations of those behaviors supported facilitator self-reported performance. Overall, students perceived more facilitation opportunities than facilitators. Findings corroborate the importance of recruiting seasoned facilitators and establishing IPF guidelines that acknowledge variable team dynamics and help facilitators recognize teachable moments.


Facilitation; faculty development; interprofessional education; interprofessional evaluation; interprofessional learning

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