Improving Faculty Facilitation Skills and Its’ Impact on the Student Perceptions on the Interprofessional Education Competencies

Interprofessional education (IPE) teaching methods must be continuously improved to enhance the student skills in IPE competenciesGoals, objectives, and purpose: This study evaluates how faculty members respond to IPE training and how it relates to improvements in student perceptions in IPE competencies.Methods/Methodology: Faculty participated in a faculty training on how to effectively debrief. They were also asked to engage in a mock simulation, completing a pre and post IPFS, ICCAS, and open- ended post feedback form to determine the effects of the training. Students from 4 disciplines engaged in an IPE simulation completing the SPICE R2and the ICCAS pre and post surveysResults/Findings: Faculty training significantly improved communication skills and understanding roles/responsibilities. For students, the SPICE R-2 survey showed significance in the change of pre and post total scores and patient outcomes subscale, while the ICCAS scale significantly improved each IPE competencies.Conclusions, implications, and/or curiosities: Our study shows that improving faculty competencies is beneficial to the student learning experience by faculty debriefing in a consistent approach that fosters open student discussion. Open feedback forms from the faculty and the students provided positive attitudes regarding their experiences with the curriculum. With two different surveys, a positive change was observed in student perceptions of communication, collaboration, roles and responsibilities, collaborative/family-centered approach, conflict management/resolution, and team functioning. This study highlights how enhancing faculty training should be a part of innovating the IPE curriculum. By enhancing those that teach the ideas of IPE, a direct correlation of participant satisfaction may be observed.