Capacity building

Working Group 5: Developing a short course for IPE facilitators

The task team to develop a short learning programme for interprofessional education facilitators (IPFs) comprise volunteers from Canada, Kenya, South Africa, and United Kingdom. However, volunteers from other countries are most welcome to join the team.

Interprofessional facilitators have to be trained because the dynamics of facilitating an interprofessional team is different than those of a uni-professional or multi-professional team. The current genre of educators has been trained in uniprofessional silos and most have not experience true interprofessional collaboration where the values of person-centredness, shared values, shared decision-making and distributive leadership have been demonstrated. Therefore, most interprofessional facilitators themselves have to adopt new or adapt their existing educational theories and philosophies to incorporate those associated with interprofessional education.

The three-day interactive short learning programme aims to offer interprofessional facilitators the opportunity to become role models in collaborative practice by deliberately demonstrating the skills, knowledge and attitude required from healthcare professionals to deliver integrated healthcare and thereby improving health outcomes.

Specific learning outcomes for the short learning programme are that the interprofessional facilitators will be able to:

  1. Motivate why interprofessional education and collaborative practice is essential in order to improve health outcomes.
  2. Use terminology related to interprofessional education and collaborative practice consistently
  3. Facilitate transformational learning by transforming students’ learning related attitudes, values, beliefs and skills
  4. Discuss the roles of different professions and transprofessionality in task shifting and task sharing
  5. Argue the underlining philosophy and values of interprofessional education and collaborative practice and the implication it has on the transformation of instructional and institutional reform
  6. Establish and maintain an optimal supportive learning environment that facilitates interprofessional education and collaborative practice
  7. Role model person/people centred care and communication, including health dialogue, during interactions with each other and healthcare consumers
  8. Facilitate effective teamwork, including conflict resolution, through the use of various techniques
  9. Develop reflexivity in students by using various techniques
  10. Use the ICF as a common language among the healthcare workforce

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