Flying blind: The experience of online interprofessional facilitation.
The role of the facilitator is known to be important in fostering productive interprofessional education (IPE) in the face-to-face (F2F) environment. Online learning can help surmount some of the logistical challenges in IPE by bringing together diverse professionals in multiple geographical locatio...
| Publicado en: | Journal of Interprofessional Care Vol. 27; no. 4; pp. 298 - 305 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107959920&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107959920 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Jul2013 vid: 27 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 107959920 89368855 10.3109/13561820.2012.723071 NLM23002787 107959920 ppf: 298 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Flying blind: The experience of online interprofessional facilitation. aug: au: Hanna, Elizabeth Soren, Barbara Telner, Deanna MacNeill, Heather Lowe, Mandy Reeves, Scott affil: Speech Language Pathology, University of Toronto, Toronto, Ontario, Canada sug: subj: Education, Interdisciplinary Evaluation Education, Non-Traditional Evaluation Health Personnel Psychosocial Factors Funding Source Human Qualitative Studies Self Report Focus Groups Interviews Female Adult Middle Age Audiorecording Adult: 19-44 years Middle Aged: 45-64 years Female ab: The role of the facilitator is known to be important in fostering productive interprofessional education (IPE) in the face-to-face (F2F) environment. Online learning can help surmount some of the logistical challenges in IPE by bringing together diverse professionals in multiple geographical locations. Best practices in F2F IPE facilitation are beginning to emerge, but there is scant literature examining IPE facilitation online. What little research exists has focused on the asynchronous environment and suggests that the skill sets of online and F2F facilitators have considerable overlap, but there are further demands in the online setting. This qualitative study sought to examine online synchronous IPE facilitation through the self-reported experiences of seven trained facilitators during a 12-week online course. Data collected through focus groups and targeted interviews were analyzed by the research team using constant comparison techniques. Four major themes were revealed: technology as a dynamic force, reduction in non- verbal cues, evolution of the online IPE group process over time and the importance of co-facilitation. The foundations of IPE facilitation were seen to carry over to the online setting. This study has implications for the training of IPE facilitators and for the design of online IPE learning experiences. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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