Abstract
BACKGROUND The Peer Led Team Learning (PLTL) instructional model utilizes Peer Leaders, advanced students who mentor and guide student teams to collaborate on applied course concepts. PURPOSE To apply a modified PLTL model in the university’s foundational, longitudinal, competency-based interprofessional education (IPE) curriculum. METHODS Twelve Peer Leaders were selected, trained, and deployed as facilitators for interprofessional teams of students during the IPE curriculum’s first three large-scale learning events. Peer Leaders completed an evaluation of training, a facilitation skills survey, and participated in a semi-structured focus group interview process. RESULTS After participating in the PLTL program, Peer Leaders reported increased confidence in their interprofessional knowledge and facilitation skills. The primary challenge for Peer Leaders in facilitating teams was lack of student engagement (n=7, 58%). CONCLUSION PLTL is a feasible model for IPE settings. It has the potential to both increase facilitator capacity in interprofessional learning activities and have a positive impact on Peer Leaders.
Highlights
A focus of the interprofessional education (IPE) Center at a large Midwestern university has been the development, implementation, and evaluation of a longitudinal, sequenced, foundational interprofessional curriculum for health professions’ students across its campuses
Peer Led Team Learning (PLTL) is a feasible model for IPE settings
The purpose of this paper is to describe the implementation of PLTL in the IPE curriculum and Peer Leaders’ perceptions of the program
Summary
A focus of the IPE Center at a large Midwestern university has been the development, implementation, and evaluation of a longitudinal, sequenced, foundational interprofessional curriculum for health professions’ students across its campuses. This curriculum is intended to teach and assess the four nationally recognized interprofessional collaborative practice competency (IPEC, 2016) topic areas (Roles and Responsibilities, Values and Ethics, Teams and Teamwork, and Interprofessional Communication) across the Schools of Dentistry, Health and Human Sciences, Medicine, Nursing, Optometry, Public Health, Social Work and Pharmacy at the university and its partner institutions. PURPOSE To apply a modified PLTL model in the university’s foundational, longitudinal, competency-based interprofessional education (IPE) curriculum Learning (PLTL) instructional model utilizes Peer Leaders, advanced students who mentor and guide student teams to collaborate on applied course concepts.
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