Outcomes of an immersive pilot faculty development program for interprofessional facilitation

A mixed methods study

Mandy Jones, Kevin M. Schuer, James Ballard, Stacy A. Taylor, Dominique Zephyr, Mikael D. Jones

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Objectives: To describe the impact of a faculty development program on faculty's confidence and ability to facilitate interprofessional learning. Methods: Faculty members from the Colleges of Pharmacy and Health Sciences (n = 12) participated in a training program for interprofessional education (IPE). Students evaluated faculty learners using the interprofessional facilitation skills (IPFS) survey by Sargeant, Hill, and Breau (2010). Faculty completed the IPFS survey pre and post intervention for self-assessment of interprofessional facilitation efficacy. Results: Most faculty (78%) had limited prior IPE experience; 55% went on to facilitate the University's year-long interprofessional core curriculum. Faculty IPFS self-assessment scores improved following program completion ( p < 0.05). Student IPFS scores (n = 174) were higher than their paired faculty post-assessment scores ( p < 0.05). Conclusions: This program effectively prepared faculty to facilitate IPE and positively impacted their desire to participate in future activities.

Original languageEnglish (US)
Pages (from-to)83-89
Number of pages7
JournalJournal of Interprofessional Education and Practice
Volume1
Issue number3-4
DOIs
StatePublished - Dec 1 2015
Externally publishedYes

Fingerprint

self-assessment
education
health science
training program
student
confidence
curriculum
ability
learning
experience

Keywords

  • Faculty development
  • Interprofessional facilitation
  • Mixed methods
  • Pharmacy
  • Physician assistant

ASJC Scopus subject areas

  • Education

Cite this

Outcomes of an immersive pilot faculty development program for interprofessional facilitation : A mixed methods study. / Jones, Mandy; Schuer, Kevin M.; Ballard, James; Taylor, Stacy A.; Zephyr, Dominique; Jones, Mikael D.

In: Journal of Interprofessional Education and Practice, Vol. 1, No. 3-4, 01.12.2015, p. 83-89.

Research output: Contribution to journalArticle

Jones, Mandy ; Schuer, Kevin M. ; Ballard, James ; Taylor, Stacy A. ; Zephyr, Dominique ; Jones, Mikael D. / Outcomes of an immersive pilot faculty development program for interprofessional facilitation : A mixed methods study. In: Journal of Interprofessional Education and Practice. 2015 ; Vol. 1, No. 3-4. pp. 83-89.
@article{728e2a8230fb41809e15f8b4138f5cb4,
title = "Outcomes of an immersive pilot faculty development program for interprofessional facilitation: A mixed methods study",
abstract = "Objectives: To describe the impact of a faculty development program on faculty's confidence and ability to facilitate interprofessional learning. Methods: Faculty members from the Colleges of Pharmacy and Health Sciences (n = 12) participated in a training program for interprofessional education (IPE). Students evaluated faculty learners using the interprofessional facilitation skills (IPFS) survey by Sargeant, Hill, and Breau (2010). Faculty completed the IPFS survey pre and post intervention for self-assessment of interprofessional facilitation efficacy. Results: Most faculty (78{\%}) had limited prior IPE experience; 55{\%} went on to facilitate the University's year-long interprofessional core curriculum. Faculty IPFS self-assessment scores improved following program completion ( p < 0.05). Student IPFS scores (n = 174) were higher than their paired faculty post-assessment scores ( p < 0.05). Conclusions: This program effectively prepared faculty to facilitate IPE and positively impacted their desire to participate in future activities.",
keywords = "Faculty development, Interprofessional facilitation, Mixed methods, Pharmacy, Physician assistant",
author = "Mandy Jones and Schuer, {Kevin M.} and James Ballard and Taylor, {Stacy A.} and Dominique Zephyr and Jones, {Mikael D.}",
year = "2015",
month = "12",
day = "1",
doi = "10.1016/j.xjep.2015.10.001",
language = "English (US)",
volume = "1",
pages = "83--89",
journal = "Journal of Interprofessional Education and Practice",
issn = "2405-4526",
publisher = "Elsevier Inc.",
number = "3-4",

}

TY - JOUR

T1 - Outcomes of an immersive pilot faculty development program for interprofessional facilitation

T2 - A mixed methods study

AU - Jones, Mandy

AU - Schuer, Kevin M.

AU - Ballard, James

AU - Taylor, Stacy A.

AU - Zephyr, Dominique

AU - Jones, Mikael D.

PY - 2015/12/1

Y1 - 2015/12/1

N2 - Objectives: To describe the impact of a faculty development program on faculty's confidence and ability to facilitate interprofessional learning. Methods: Faculty members from the Colleges of Pharmacy and Health Sciences (n = 12) participated in a training program for interprofessional education (IPE). Students evaluated faculty learners using the interprofessional facilitation skills (IPFS) survey by Sargeant, Hill, and Breau (2010). Faculty completed the IPFS survey pre and post intervention for self-assessment of interprofessional facilitation efficacy. Results: Most faculty (78%) had limited prior IPE experience; 55% went on to facilitate the University's year-long interprofessional core curriculum. Faculty IPFS self-assessment scores improved following program completion ( p < 0.05). Student IPFS scores (n = 174) were higher than their paired faculty post-assessment scores ( p < 0.05). Conclusions: This program effectively prepared faculty to facilitate IPE and positively impacted their desire to participate in future activities.

AB - Objectives: To describe the impact of a faculty development program on faculty's confidence and ability to facilitate interprofessional learning. Methods: Faculty members from the Colleges of Pharmacy and Health Sciences (n = 12) participated in a training program for interprofessional education (IPE). Students evaluated faculty learners using the interprofessional facilitation skills (IPFS) survey by Sargeant, Hill, and Breau (2010). Faculty completed the IPFS survey pre and post intervention for self-assessment of interprofessional facilitation efficacy. Results: Most faculty (78%) had limited prior IPE experience; 55% went on to facilitate the University's year-long interprofessional core curriculum. Faculty IPFS self-assessment scores improved following program completion ( p < 0.05). Student IPFS scores (n = 174) were higher than their paired faculty post-assessment scores ( p < 0.05). Conclusions: This program effectively prepared faculty to facilitate IPE and positively impacted their desire to participate in future activities.

KW - Faculty development

KW - Interprofessional facilitation

KW - Mixed methods

KW - Pharmacy

KW - Physician assistant

UR - http://www.scopus.com/inward/record.url?scp=84952888970&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84952888970&partnerID=8YFLogxK

U2 - 10.1016/j.xjep.2015.10.001

DO - 10.1016/j.xjep.2015.10.001

M3 - Article

VL - 1

SP - 83

EP - 89

JO - Journal of Interprofessional Education and Practice

JF - Journal of Interprofessional Education and Practice

SN - 2405-4526

IS - 3-4

ER -