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- Title
Teaching teams to teach: Program evaluation results from an interprofessional faculty development program in academic family medicine.
- Authors
Kopansky-Giles, Deborah; Peranson, Judith; Ghavam-Rassoul, Abbas; Slater, Morgan
- Abstract
Introduction: The transformation of primary care into integrated health care teams has resulted in the urgent need for health professional teachers to be prepared to teach interprofessional learners and to contextualize this teaching to team based health care. At the University of Toronto (UT), new physician teachers in the Faculty of Medicine have access to a professional development program (BASICS) designed to prepare clinician teachers for academic medicine. In 2015, St. Michael's Hospital opened a 6th family medicine academic health centre and welcomed more than 25 new family physicians and health professional educators (HPEs). Recognizing the new cohort of mixed profession educators, a modified version of the BASICS program was created, tailored to this mixed group of teachers, who all have a role in teaching health professional learners in the department. Purpose/Objective: The modified BASICS program was specifically designed to target an interprofessional (IP) audience (physicians and health professional educators (HPEs)) and evaluated with the goal of determining: 1- if the BASICS program could be successfully modified for an IP audience 2- if learning about teaching together could facilitate the acquisition of participants' competencies for both collaborative teaching and clinical practice. Methods: Mixed methods were used including: a pre-program participant needs assessment pre- and post-program questionnaires (to assess knowledge (MCQs), self perceived collaborative competency (HPCCPS), program reflections) session-specific evaluations of each module qualitative feedback from module teachers (debrief) Results: 13 physicians and 27 HPEs participated. 100% indicated somewhat or very satisfied with the program. Pre-post HPCCPS (Health Professional Collaborative Competency Perception Scale) indicated improvement in self perceived collaborative competency (p <0.0001) and MCQs showed increased attainment of knowledge over the course. 89.7% reported that learning needs were met and 50% felt more prepared for their teaching roles. Facilitators also found that teaching together enhanced their own collaborative competency. Conclusions: This project demonstrated the feasibility of successfully implementing this educational program for an IP team audience, with potential positive impacts on confidence in teaching, collaborative ability and adoption of an enhanced IP lens amongst participants and teachers. These elements are essential to ensure that future health professionals are appropriately trained to participate in and deliver integrated care.
- Subjects
EDUCATIONAL evaluation; MEDICAL personnel; INTERPROFESSIONAL education
- Publication
International Journal of Integrated Care (IJIC), 2017, Vol 17, p1
- ISSN
1568-4156
- Publication type
Abstract
- DOI
10.5334/ijic.3646