Professor, Department of Medicine, University of California, San Francisco.
Professor, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University; Adjunct Professor, Department of Clinical Pharmacy, University of California, San Francisco.
MedEdPORTAL. 2022 Mar 7;18:11231. doi: 10.15766/mep_2374-8265.11231. eCollection 2022.
Faculty development focused on interprofessional education (IPE) is essential to any IPE initiative aiming to produce a collaborative practice-ready workforce. Many faculty have not received IPE in their own training and struggle with interprofessional teaching.
To train faculty to conduct a peer-teaching observation and provide feedback focused on interprofessional teaching, we created a 3-hour didactic and skills practice workshop. The didactic portion considered ways interprofessional teaching differed from uniprofessional teaching, discussed elements of effective feedback, and reviewed the critical steps of a peer-teaching observation. In the skills practice portion, participants watched videos of different teaching scenarios and role-played as a peer observer providing feedback to the instructor in the videos. Participants completed a pre/post self-assessment and workshop evaluation form.
Eighteen faculty from four professions (dentistry, medicine, nursing, and pharmacy) participated in the workshop from 2020 to 2021. On a 5-point scale (1 = 5 = ), participants rated the overall workshop quality 4.9 and the likelihood of making a change in their teaching/professional practice 4.8. Workshop participants' self-reported ability to provide feedback to a peer on their interprofessional teaching improved after workshop participation (preworkshop = 2.9, postworkshop = 3.8, < .01).
This IPE-focused faculty development workshop allows participants to practice skills and share their own interprofessional teaching insights and challenges. The workshop is adaptable for different professions and settings and for in-person or online implementation. It also can be integrated into an existing program or utilized as a stand-alone workshop.
以跨专业教育 (IPE) 为重点的教师发展对于任何旨在培养具有协作能力的实践型劳动力的 IPE 计划都是必不可少的。许多教师在自己的培训中没有接受过 IPE，并且在跨专业教学方面存在困难。
为了培训教师进行同行教学观察并提供专注于跨专业教学的反馈，我们创建了一个 3 小时的理论和技能实践研讨会。理论部分考虑了跨专业教学与单一专业教学的不同之处，讨论了有效反馈的要素，并回顾了同行教学观察的关键步骤。在技能实践部分，参与者观看了不同教学场景的视频，并角色扮演为同行观察者，为视频中的教师提供反馈。参与者完成了预/后自我评估和研讨会评估表。
2020 年至 2021 年，来自四个专业（牙科、医学、护理和药学）的 18 名教师参加了该研讨会。在 5 分制（1 = 5 = ）中，参与者对整个研讨会的质量评分 4.9，对改变教学/专业实践的可能性评分 4.8。参与研讨会后，参与者自我报告提供同行反馈的能力有所提高（课前 = 2.9，课后 = 3.8， <.01）。
这个以 IPE 为重点的教师发展研讨会允许参与者练习技能，并分享自己的跨专业教学见解和挑战。该研讨会适用于不同的专业和环境，可用于现场或在线实施。它也可以整合到现有计划中，或作为独立的研讨会使用。
