Preparing the Next Generation of Interprofessional Leaders: Training Advanced Learners in IPE Facilitation

The WHO (2010) called for the preparation of faculty to facilitate IPE. However, studies show, that faculty feel ill-prepared to facilitate IPE (Ratka, et al., 2017). Clinicians are not trained as educators and few health professions programs train learners to lead interprofessional activities. IPE Programs are challenged to have faculty prepared to facilitate IPE activities. Our Center for Interprofessional Collaboration developed an innovative program to train advanced learners to facilitate IPE.Implementation: Residents, fellows, and doctoral-level students from five academic health sciences programs were recruited to train and facilitate in an IPE program. Advanced learners synchronously attended faculty development training with IPE faculty facilitators either online or in-person. Additionally, advanced learners received 5 one-hour Zoom trainings including discussion around IPE facilitation topics and reflection on their most recent facilitation experience. Each advanced learner was assigned a senior faculty member or mentor they co-facilitated with. Advanced learners in the DrPH program participate in a second year and receive additional training in mentoring in interprofessional programs as they mentor a new cohort of learners.Evaluation plan: An evaluation tool was developed around the AIR tool of co-facilitation and consisted of 10 4-point Likert Scale questions and two qualitative questions identifying two strengths and two opportunities for growth for the advanced learner. Faculty mentors completed evaluations of their assigned mentee/co-facilitator. Advanced learners also completed the evaluation as a self-evaluation. The faculty and advanced learner evaluations were used as part of the mentoring process providing points of discussion for the mentor/mentee pair.Outcome(s) and significance: 4 advanced learners were trained in the onground program in the pilot year. Modifications were made as part of continuous improvement. In the second year, 4 DrPH students trained to facilitate an online IPE program, and 12 medicine, pharmacy, PT, and audiology students were trained in the on-ground program. Evaluations were relatively high.