Active and interactive teaching-learning methodologies are widely used in faculty development for IPE, favoring exchange of experiences between educators and health professionals¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? 22 publications described different active and interactive teaching-learning methodologies that favor the exchange of experiences between teachers, supervisors, clinical preceptors, and health professionals. → Leite Daniella Rosaly; Carneiro Patrícia Silva; Mininel Vivian Aline; Rossit Rosana Aparecida Salvador; Leonello Valéria Marli; Gonçalves Geisa Colebrusco de Souza; da Silva Jaqueline Alcântara Marcelino 2025
Evidence¶
Leite Daniella Rosaly; Carneiro Patrícia Silva; Mininel Vivian Aline; Rossit Rosana Aparecida Salvador; Leonello Valéria Marli; Gonçalves Geisa Colebrusco de Souza; da Silva Jaqueline Alcântara Marcelino 2025¶
Leite Daniella Rosaly; Carneiro Patrícia Silva; Mininel Vivian Aline; Rossit Rosana Aparecida Salvador; Leonello Valéria Marli; Gonçalves Geisa Colebrusco de Souza; da Silva Jaqueline Alcântara Marcelino. (2025). Competencies and pedagogical foundations for faculty development in interprofessional health education: a scoping review. Revista da Escola de Enfermagem da USP. https://doi.org/10.1590/1980-220X-REEUSP-2024-0421en
q2 · i? · review · r2
In this scoping review of faculty development competencies for interprofessional health education, "22 publications described different active and interactive teaching-learning methodologies that favor the exchange of experiences between teachers, supervisors, clinical preceptors, and health professionals."
"In addition, 22 publications described different active and interactive teaching-learning methodologies that favor the exchange of experiences between teachers, supervisors, clinical preceptors, and health professionals(22,24–36,38–45)."
Discussion¶
Related Claims¶
- Experiential learning is the most frequently cited learning theory guiding faculty development initiatives in IPE — related
- Facilitation competencies for IPE include commitment, credibility, role modeling, understanding of interactive learning methods, group dynamics knowledge, flexibility with professional differences, and balancing individual and group needs — related
- Faculty and facilitators in IPE have difficulty identifying interprofessional learning opportunities in practice settings, requiring experienced agents to support them — related
- Faculty development for interprofessional education emphasizes interprofessional collaborative and facilitation competencies, with communication and teamwork as the most highlighted domains — related
- Most faculty development studies in IPE use the CIHC and IPEC frameworks to guide interprofessional collaborative competencies — related
- Mentoring interprofessional students in clinical practice requires specific competencies that differ from profession-specific and individual mentoring — related
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