Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China.
Department of Physiotherapy, School of Nursing and Health Studies, Hong Kong Metropolitan University, Hong Kong, China.
Med Educ Online. 2024 Dec 31;29(1):2330257. doi: 10.1080/10872981.2024.2330257. Epub 2024 Mar 17.
Enhancing health professional students' effective learning and collaborative practice requires a deep understanding of strategies for facilitating interprofessional learning. While faculty members and clinical preceptors are recognized as facilitators in interprofessional education (IPE), there is limited knowledge about the impact of student facilitators' engagement in IPE. Accordingly, this study aims to explore the perceptions and experiences of student facilitators in IPE. Thirteen student facilitators were recruited to lead an interprofessional learning program, and they were subsequently invited to participate in one-on-one interviews. An interview guide was developed to explore their motivations, expectations, engagement, effectiveness, and achievements in IPE facilitation. Thematic analysis was conducted using MAXQDA software to analyze the student facilitators' experiences and perceptions. Eight interviewees from various disciplines, including Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, took part in the study. The findings revealed that student facilitators highly valued their IPE facilitation experience, which aligned with their expectations and led to the creation of social networks, increased confidence, improved understanding of other professions, and the development of lifelong skills. Furthermore, the student facilitators demonstrated cognitive and social congruence by establishing a relaxed learning environment, displaying empathetic and supportive behaviors, and using inclusive language to engage IPE learners in group discussions. This study provides a comprehensive understanding of the role of student facilitators in IPE, contributing to the evolving literature on IPE. A conceptual framework was developed to explore the entire facilitation experience, encompassing the motivations and expectations of student facilitators, their engagement and effectiveness, and the observed achievements. These findings can inform the development of peer teaching training in IPE and stimulate further research in identifying relevant facilitator competencies for optimal delivery of IPE.
提升健康专业学生的有效学习和协作实践能力需要深入了解促进跨专业学习的策略。虽然教师和临床导师被认为是跨专业教育（IPE）的促进者，但对于学生促进者参与 IPE 的影响知之甚少。因此，本研究旨在探讨 IPE 中学生促进者的看法和经验。招募了 13 名学生促进者来领导一个跨专业学习计划，随后邀请他们参加一对一的访谈。访谈指南旨在探讨他们在 IPE 促进方面的动机、期望、参与度、有效性和成就。使用 MAXQDA 软件对学生促进者的经验和看法进行了主题分析。来自医学、护理、药学、言语和听力科学以及社会工作等不同学科的 8 名受访者参与了研究。研究结果表明，学生促进者非常重视他们的 IPE 促进经验，这符合他们的期望，并导致了社交网络的建立、信心的增强、对其他专业的理解的提高以及终身技能的发展。此外，学生促进者通过营造轻松的学习环境、表现出同理心和支持性行为以及使用包容性语言来吸引 IPE 学习者参与小组讨论，展示了认知和社会一致性。本研究全面了解了学生促进者在 IPE 中的作用，为 IPE 不断发展的文献做出了贡献。开发了一个概念框架来探索整个促进经验，包括学生促进者的动机和期望、他们的参与度和有效性以及观察到的成就。这些发现可以为 IPE 中的同伴教学培训提供信息，并激发进一步研究，以确定最佳提供 IPE 的相关促进者能力。
