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. 2024 Aug;21(4):e13731.
doi: 10.1111/tct.13731. Epub 2024 Jan 25.

Virtual training for small group facilitators

Carl Gustaf S Axelsson  1 , Michael G Healy  1 , Subha Ramani  2 , Traci Wolbrink  3 , Elizabeth Armstrong  4 , Roy Phitayakorn  1
Affiliations

Virtual training for small group facilitators

Carl Gustaf S Axelsson et al. Clin Teach. 2024 Aug.

Abstract

Background: In addition to providing patient care, interprofessional health care teams work collaboratively on a variety of projects. These projects often benefit from using facilitated small group project discussion sessions, such as the Harvard Macy Institute's (HMI) Step Back Process (SBP). Although having a trained facilitator is an important component of the SBP, only a limited number of health care professionals can attend HMI courses in person or virtually, limiting its impact.

Approach: We developed three video-based education (VBE) modules to deliver facilitator training on the SBP, informed by principles of Mayer's cognitive theory of multimedia learning. For module development, we used a five-step approach. We evaluated effectiveness of the modules as a self-directed method to enhance SBP facilitator training. An initial survey collected demographic data and module feedback, a follow-up survey collected feedback on the modules' impact on facilitation and interviews focused on the participants' overall experience.

Evaluation: Survey results indicated that the modules were positively received and helped to improve participant confidence in facilitating. We identified four themes from the interviews: challenges of facilitating, value of group feedback, value of modules for experienced facilitators and the modules as part of a multi-modal approach to train new facilitators.

Implications: This innovation provides insight on delivering facilitator training on the SBP using VBE. Health professions educators developing online facilitator training could adapt our development process and modify implementation guided by our results. Future work should evaluate the best methods to integrate VBE modules into a longitudinal virtual community and assess facilitation techniques.

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References

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