|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2661878||1140456||2015||6 صفحه PDF||سفارش دهید||دانلود کنید|
A limited theoretical foundation informs how faculty should facilitate interprofessional learning. This exploratory study sought to examine student needs for faculty facilitation in interprofessional learning. Qualitative methods were used to analyze the reflections of six health professions students who participated in an interprofessional quality improvement experience. Findings revealed essential moments for team formation and team performance. We described these moments as ‘critical junctures’. Some critical junctures could be predicted while others emerged from the work of the team. During these critical junctures, faculty members have important roles supporting interprofessional learning and team progress. Based on these findings, we propose a framework for faculty facilitation of interprofessional learning. Faculty, as individuals seeking to bridge two or more disciplines and encourage exchange of information, should act at critical junctures to guide experiential, interprofessional learning. This model may be useful for defining the role of faculty across other interprofessional learning contexts as well.
Journal: Journal of Interprofessional Education & Practice - Volume 1, Issue 2, June 2015, Pages 37–42