Faculty and facilitators in IPE have difficulty identifying interprofessional learning opportunities in practice settings, requiring experienced agents to support them¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
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q2 i? Faculty and other facilitators may have difficulty identifying learning opportunities in IPE in practice settings, given their different repertoires and previous experiences. → 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 the discussion of this scoping review on faculty development for interprofessional health education, the authors note that "faculty and other facilitators may have difficulty identifying learning opportunities in IPE in practice settings, given their different repertoires and previous experiences."
"In addition, faculty and other facilitators may have difficulty identifying learning opportunities in IPE in practice settings, given their different repertoires and previous experiences(57)."
Discussion¶
Related Claims¶
- Active and interactive teaching-learning methodologies are widely used in faculty development for IPE, favoring exchange of experiences between educators and health professionals — 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 reluctance and limited expertise are common challenges in implementing IPE, which can harm interprofessional relationships if poorly planned — related
- Faculty development for interprofessional education emphasizes interprofessional collaborative and facilitation competencies, with communication and teamwork as the most highlighted domains — related
- Mentoring interprofessional students in clinical practice requires specific competencies that differ from profession-specific and individual mentoring — related
- Preparing for and developing interprofessional clinical practice requires engaging all stakeholders, collaboration with managers and education providers, and solving administrative and logistical constraints — related
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