Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership
Abstract Background While there are many teacher training programs for health professional students, few are interprofessional, and few integrate assessment and feedback prior to participation as peer teachers. In 2021, The Student Interprofessional Facilitator Training (SIFT) program was developed...
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| Format: | Article |
| Language: | English |
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BMC
2022-09-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03725-9 |
| _version_ | 1828418681167675392 |
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| author | Christie van Diggele Stuart Lane Chris Roberts |
| author_facet | Christie van Diggele Stuart Lane Chris Roberts |
| author_sort | Christie van Diggele |
| collection | DOAJ |
| description | Abstract Background While there are many teacher training programs for health professional students, few are interprofessional, and few integrate assessment and feedback prior to participation as peer teachers. In 2021, The Student Interprofessional Facilitator Training (SIFT) program was developed to allow senior students, already trained in peer teaching, to revise, build on, and practice their newly acquired skills in an interprofessional context. The aim of this study was to explore participant perception and performance, and the contextual factors that influence student aspirations as clinical teachers. Methods Alumni of the 2021 Peer Teacher Training program (n = 74) were invited to participate in the SIFT program. Those who participated were invited to attend individual semi-structured interviews. Thematic analysis was used to code and categorise data into themes, using Communities of Practice as a conceptual framework. Skills in interprofessional facilitation were observed, assessed and students were provided with individual feedback. Assessment data were analysed using descriptive statistics. Results Sixteen students from six disciplines joined the SIFT program, and 13/16 (81%) completed. Students were from medicine, nursing, diagnostic radiography, medical imaging, dentistry and speech pathology. Students reported an increased recognition of teaching as a learned skill, development of clinician identity formation as educators, development of interprofessional communication skills, increased awareness of the roles of other health professions, and an increased understanding of leadership. Participants expressed a desire for additional opportunities for interprofessional networking and peer teaching. A good level of competence in facilitation skills was reached by participants. Conclusion The SIFT program provided a sustainable framework for health professional students to develop and evidence their teaching and leadership skills in an interprofessional context. This study highlighted the important role of observation, assessment and feedback in student teacher training programs. The process of clear assessment guidelines, direct observation with feedback from supervisors provided a way to ensure quality improvement in peer teaching. The SIFT program will help to build capacity of interprofessional programs where large numbers of teachers are required for small group teaching. The next step will be to ensure a variety of opportunities within interprofessional contexts, and with face-to-face engagement. |
| first_indexed | 2024-12-10T14:40:48Z |
| format | Article |
| id | doaj.art-ed95759226a84c06a365704a42020ab3 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-10T14:40:48Z |
| publishDate | 2022-09-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-ed95759226a84c06a365704a42020ab32022-12-22T01:44:41ZengBMCBMC Medical Education1472-69202022-09-0122111110.1186/s12909-022-03725-9Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadershipChristie van Diggele0Stuart Lane1Chris Roberts2Faculty of Medicine and Health, The University of SydneyFaculty of Medicine and Health, Sydney Medical School, The University of SydneyFaculty of Medicine and Health, Sydney Medical School, The University of SydneyAbstract Background While there are many teacher training programs for health professional students, few are interprofessional, and few integrate assessment and feedback prior to participation as peer teachers. In 2021, The Student Interprofessional Facilitator Training (SIFT) program was developed to allow senior students, already trained in peer teaching, to revise, build on, and practice their newly acquired skills in an interprofessional context. The aim of this study was to explore participant perception and performance, and the contextual factors that influence student aspirations as clinical teachers. Methods Alumni of the 2021 Peer Teacher Training program (n = 74) were invited to participate in the SIFT program. Those who participated were invited to attend individual semi-structured interviews. Thematic analysis was used to code and categorise data into themes, using Communities of Practice as a conceptual framework. Skills in interprofessional facilitation were observed, assessed and students were provided with individual feedback. Assessment data were analysed using descriptive statistics. Results Sixteen students from six disciplines joined the SIFT program, and 13/16 (81%) completed. Students were from medicine, nursing, diagnostic radiography, medical imaging, dentistry and speech pathology. Students reported an increased recognition of teaching as a learned skill, development of clinician identity formation as educators, development of interprofessional communication skills, increased awareness of the roles of other health professions, and an increased understanding of leadership. Participants expressed a desire for additional opportunities for interprofessional networking and peer teaching. A good level of competence in facilitation skills was reached by participants. Conclusion The SIFT program provided a sustainable framework for health professional students to develop and evidence their teaching and leadership skills in an interprofessional context. This study highlighted the important role of observation, assessment and feedback in student teacher training programs. The process of clear assessment guidelines, direct observation with feedback from supervisors provided a way to ensure quality improvement in peer teaching. The SIFT program will help to build capacity of interprofessional programs where large numbers of teachers are required for small group teaching. The next step will be to ensure a variety of opportunities within interprofessional contexts, and with face-to-face engagement.https://doi.org/10.1186/s12909-022-03725-9Interprofessional educationLeadershipHealth professionalTeacher trainingPeer assisted learning |
| spellingShingle | Christie van Diggele Stuart Lane Chris Roberts Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership BMC Medical Education Interprofessional education Leadership Health professional Teacher training Peer assisted learning |
| title | Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership |
| title_full | Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership |
| title_fullStr | Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership |
| title_full_unstemmed | Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership |
| title_short | Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership |
| title_sort | student interprofessional facilitator training sift program building capacity in clinical education leadership |
| topic | Interprofessional education Leadership Health professional Teacher training Peer assisted learning |
| url | https://doi.org/10.1186/s12909-022-03725-9 |
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