An Interprofessional Faculty Development Program for Workplace-Based Learning

Abstract

Background: Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial.

Approach: Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning.

Outcomes: The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs.

Reflection: This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.

Figure 1

Visual representation of the content of the Clinical Training Program. The Clinical Training program teaches teachers how to recognize and support informal learning of students during daily clinical practice using a balanced mix of lectures, workshops and interprofessional workplace-based assignments revolving around seven themes.

Figure 2

Evaluation scores of the pilot and first 2 regular Clinical Teaching Qualification courses. Five-point Likert-scale data for various aspects of the program, including the program as a whole, the relevance and usefulness of each session, assignments, the support experienced from lecturers and course directors, inspiration derived from peer participants, and the helpfulness of transfer tasks. The number of respondents for each item was 28 unless stated otherwise.