Preparing educators for interprofessional learning: Rationale, educational theory and delivery

Thistlethwaite, J; Nisbet, G

Preparing educators for interprofessional learning: Rationale, educational theory and delivery

Thistlethwaite, J Nisbet, G

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Publication Type:: Chapter
Citation:: Sociology of Interprofessional Health Care Practice: Critical Reflections and Concrete Solutions, 2011, pp. 169 - 184
Issue Date:: 2011-12-01

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Field	Value	Language
dc.contributor.author	Thistlethwaite, J	en_US
dc.contributor.author	Nisbet, G	en_US
dc.date.issued	2011-12-01	en_US
dc.identifier.citation	Sociology of Interprofessional Health Care Practice: Critical Reflections and Concrete Solutions, 2011, pp. 169 - 184	en_US
dc.identifier.isbn	9781608768660	en_US
dc.identifier.uri	http://hdl.handle.net/10453/117616
dc.description.abstract	The growing literature on interprofessional education (IPE), learning and practice mainly focuses on evidence for the effectiveness of education and practice, while describing educational activities taking place around the world. There has been less emphasis on the need for the development of educators and facilitators of IPE, the specific challenges of 'training the trainers' for interprofessional activities and models of professional development. In this chapter we discuss the attributes required of effective interprofessional facilitators and consider whether they should still be clinical practitioners. Facilitators have to ease learners through the process of professional socialisation and acculturation while ensuring that they develop skills and behaviours for working and collaborating with other professionals and within interprofessional teams. Faculty development is vital to prepare and hone the skills of facilitators who may have a wide experience of working uniprofessionally and therefore find interprofessional activities challenging. Both sociological and learning theories are important to provide a firm base for educational delivery. We describe a module we have developed for health professionals wishing to become involved in IPE and explore the difficulties associated with the evaluation of educational developments and delivery. © 2011 by Nova Science Publishers, Inc. All rights reserved.	en_US
dc.relation.ispartof	Sociology of Interprofessional Health Care Practice: Critical Reflections and Concrete Solutions	en_US
dc.title	Preparing educators for interprofessional learning: Rationale, educational theory and delivery	en_US
dc.type	Chapter
utslib.for	1399 Other Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

The growing literature on interprofessional education (IPE), learning and practice mainly focuses on evidence for the effectiveness of education and practice, while describing educational activities taking place around the world. There has been less emphasis on the need for the development of educators and facilitators of IPE, the specific challenges of 'training the trainers' for interprofessional activities and models of professional development. In this chapter we discuss the attributes required of effective interprofessional facilitators and consider whether they should still be clinical practitioners. Facilitators have to ease learners through the process of professional socialisation and acculturation while ensuring that they develop skills and behaviours for working and collaborating with other professionals and within interprofessional teams. Faculty development is vital to prepare and hone the skills of facilitators who may have a wide experience of working uniprofessionally and therefore find interprofessional activities challenging. Both sociological and learning theories are important to provide a firm base for educational delivery. We describe a module we have developed for health professionals wishing to become involved in IPE and explore the difficulties associated with the evaluation of educational developments and delivery. © 2011 by Nova Science Publishers, Inc. All rights reserved.

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http://hdl.handle.net/10453/117616