AI Article Synopsis
- Effective team development in interprofessional Team-Based Learning (TBL) requires faculty to take on new roles beyond just guiding, specifically as Interprofessional Education (IPE) Promoters and Team Coaches, along with ongoing evaluations of team performance.
- A novel framework outlining these expanded faculty roles, combined with a structured faculty development approach, was implemented to enhance the effectiveness of TBL in an interprofessional education setting.
- The new faculty roles were positively received, training facilitated their application, and assessments indicated significant improvements in team dynamics among pre-licensure interprofessional healthcare students.
Article Abstract
Background: Achieving effective team development for interprofessional Team-Based Learning (TBL) teams requires expansion of the traditional TBL faculty role of 'Guide on the Side' to include the roles of Interprofessional Education (IPE) Promoter and Team Coach as well as longitudinal teaming assessments.
Activity: We describe 1) a novel conceptual framework of TBL faculty roles, 2) the faculty development approach supporting these expanded roles within IPE, and 3) use of the Team Development Measure (TDM).
Results: The expanded faculty roles were well received conceptually, faculty development supported role implementation, and TDM assessments demonstrated team improvements.
Conclusion: An expansion of the traditional TBLfaculty role to include IPE Promotor and Team Coach and the use of longitudinal team assessments successfully supports pre-licensure interprofessional healthcare student teams' development over time.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368884 | PMC |
| http://dx.doi.org/10.1007/s40670-019-00888-x | DOI Listing |
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