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A Student Led Online Interprofessional Learning Initiative: Principles of Good Practice

A Student Led Online Interprofessional Learning Initiative: Principles of Good Practice . Michael Beckett, Lynn Clouder, Bernie Davies, Marie Krumins & Rebecca McClean. Presentation plan . The IPL context The student facilitator project and feedback Selection, training and support

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A Student Led Online Interprofessional Learning Initiative: Principles of Good Practice

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  1. A Student Led Online Interprofessional Learning Initiative: Principles of Good Practice Michael Beckett, Lynn Clouder, Bernie Davies, Marie Krumins & Rebecca McClean

  2. Presentation plan • The IPL context • The student facilitator project and feedback • Selection, training and support • Students’ experiences of facilitation • Perspectives on making the project work • Peer review of the Good Practice Guide • Discussion of implementation in other • institutions

  3. Interprofessional Learning Pathway Context • Embedded in common core modules in each year of programme • Includes 13 professional groups, including Youth Work & Social Welfare & medical students from Warwick Medical School • E-learning approach - resources • Facilitated online discussion forums - mixed groups of approx 15 students

  4. Objectives of the Student Facilitator Project • To discover how effective Year 3 students were in facilitating online discussion forums promoting interprofessional learning of Year 1 and 2 students • To explore the impact of facilitating online forums on student facilitators’ cognitive, personal and instrumental development (Micari, Streitwieser and Light, 2006) • To evaluate a facilitation training course adapted for students • To identify key factors in provision of optimal support for peer mentors

  5. What did Year 1 & 2 students think? Overwhelmingly positive (Hayler, 1999) Few “bad idea” comments, qualified as “potential” Valued facilitators experience, understanding and empathy Found facilitators approachable and supportive Recognized facilitators current practice experience Acknowledged the hard work and commitment Compared peers with staff favourably

  6. Student Selection, Training and Support Selection References from course tutors & checks on online activity Training Online facilitator training course: ESPIRE LITE Support Mentorship Technical guidance The cafe – community space

  7. Monitoring Students’ Contributions • Students are required to do a minimum amount of posting for each weeks E-activities. • Problems that arise from this are: • How to monitor? • Students who do not make the minimum. • Students who say it all. • Students who tag along with fellow students posts. • What can facilitators do to tackle these problems?

  8. Encouraging Student Engagement Sometimes students struggled to see where their profession would fit into a scenario and feel like they had no input to give. However, this is not always the case. How would you encourage students to think about how they could help in a patient’s journey when they cannot see a role for themselves?

  9. Perspectives on making the project work Trust, risk and responsibility Beware the skeptics Recognition of value of input (Saunders, 1992) Offset assessments where possible

  10. Peer review of the Good Practice Guide Guide is for educators, managers and academics wishing to adopt an online peer facilitation approach to teaching and learning Resource that will sit on HEA website First opportunity for peer review

  11. What the Good Practice Guide Covers Planning student facilitation Recruitment Induction Training Technical and Community Support Trust Feedback and Evaluation Recognition Downloadable Checklist

  12. Exploring Issues of Implementation in Other Institutions • Students • Self-selection ensures commitment to the role • Online communication • Leadership and accountability skills • Role models for other students • Institution • Institutional support paramount • Get staff on board • Recognising students as leaders in learning • Courage to be innovative What issues would this type of project raise for you in your own institution? What ground work would you need to do?

  13. References Hayler, R. W. (1999) Assessing proctors: solving problems in grading student performance in a peer support system. Mentoring and Tutoring, 7(1), 35-39. Micari, M., Streitwieser, B. and Light, G. (2006) Undergraduates leading undergraduates: Peer facilitation in a science workshop program. Innovative Higher Education, 30(4), 269-288. Saunders, D. (1992) Peer Tutoring in Higher Education. Studies in Higher Education, 92(17), 211- 216.

  14. Acknowledgements and Contacts The project team would like to thank the Subject Centre for funding this project and for its support throughout. For more information on the project contact Lynn Clouder - d.l.clouder@coventry.ac.uk

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