Preparing Faculty to Engage Student Teams in an Interprofessional Community Practicum Course
This workshop will share a model to prepare faculty to engage in an interprofessional community practicum course featuring multiple stakeholders. Development of faculty advising and facilitation skills is a key component of ensuring students are collaboration – ready to address population health needs within the community.
To transform health care education and delivery, it is crucial for students to authentically engage with members of the community to better understand the impact of underlying determinants of health. The IPE community practicum course utilizes a service learning model in which students apply previous IPE course material in a community health setting to demonstrate interprofessional collaboration readiness to address one dimension of the Triple Aim, improving population health. Within this course, faculty advisors play a significant role in guiding students as they collaboratively identify, develop, and implement a health or wellness project in partnership with the community agency. Development of faculty advising and facilitation skills is a key component of ensuring achievement of student learning objectives and effective engagement with community partners. In this workshop, participants will gain an overview of the faculty role within a community practicum course featuring multiple stakeholders, develop skills to prepare student teams to engage with community partner agencies, and practice facilitating team meetings with students to develop project goals.
Following this workshop, participants will be able to:
- Outline a structure to clearly identify roles and responsibilities of faculty advisor within a community practicum course featuring multiple stakeholders;
- Describe strategies to prepare student teams to collaboratively engage with community partners; and
- Discuss strategies to guide collaborative development of goals and objectives linked to agency-identified health or wellness needs.
The active learning strategies will include:
- Overview and small group discussion of faculty advisor role, responsibilities, and course logistics;
- Large group discussion following review of Agency & Community Assessment Phase I assignment and simulated team de-briefing session and;
- Review and role-play the process of facilitating teams to develop project goal and objectives.
The specific learning activities include:
- In small groups, participants will access Saint Louis University’s Center for Interprofessional Education & Research Google Site to review content related to foundational literature, faculty facilitation guides, and instructional resources;
- Participants will review a completed course assignment, the Agency & Community Assessment – Phase I. Following a simulated team de-brief session, large group discussion will be facilitated to identify strategies faculty can utilize to promote team engagement and project planning and;
- In pairs, participants will review a completed Project Work Plan assignment utilizing a SMART goal rubric and role-play sharing feedback to students in order to align objectives with agency-identified goals.
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