Interprofessional health education teacher training at the University of Chile.

Mónica Espinoza Barrios,Sandra Oyarzo Torres

doi:10.3352/jeehp.2021.18.30

Mónica Espinoza Barrios, Sandra Oyarzo Torres

Open Access

https://doi.org/10.3352/jeehp.2021.18.30

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Abstract

The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

Highlights

This guide intends to disseminate the strategies utilized to train teachers as interprofessional health education (IPE) facilitators in a purpose-built IPE course from 2015–2019 at the Faculty of Medicine of the University of Chile.The available evidence on this topic shows several challenges, especially concerning the training of a team, mainly due to the central role that facilitators play in implementing and modeling IPE
Implementing an IPE teacher training program requires forming a leadership coordination team made up of teachers affiliated with varied health and science programs, with experience in teamwork skills, collaborative practice, interprofessional leadership, and effective communication, as well as with a background in health sciences education
Expert advice on IPE is recommended in the program design, implementation and evaluation phases to decide on the best spaces within the curriculum, activities, teaching strategies, and assessment tools to measure IPE skills such as effective communication, role definition, conflict resolution, and people-centered care [7]

Summary

Introduction

This guide intends to disseminate the strategies utilized to train teachers as interprofessional health education (IPE) facilitators in a purpose-built IPE course from 2015–2019 at the Faculty of Medicine of the University of Chile. The available evidence on this topic shows several challenges, especially concerning the training of a team, mainly due to the central role that facilitators play in implementing and modeling IPE. Implementing IPE at the Faculty of Medicine of the University of Chile

Results

Conclusion