The Partnered Learning Project

• Refer to Section 3 (page 5) and Section 4 in the manual, which provide detailed descriptions of the roles and responsibilities of the facilitators.
  

• The IPE facilitators are responsible for implementing the IPE placement. They are the direct contact people for the placement and are instrumental in helping the students achieve their desired goals. The use of an interprofessional co-facilitator model is highly recommended.
  
  

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• The role of the IPE co-facilitators changes depending on team and patient characteristics. When teams are “unit” or “floor” based, students have frequent opportunities to make connections with fellow team members throughout the day. In these instances it is less critical that the facilitators have a close relationship to the team. Alternatively, if the team is not based in any concrete location, or is a specialized team within a larger group, having a member of the team act as a facilitator helps to make critical student-team connections.
  
  
• During the tutorials, it is important for the co-facilitators to identify emergent learning objectives and opportunities.
  
  
• During the third tutorial in one of our placements the students discussed their involvement with a particular patient. One student talked about strategies for calming the patient. The facilitators realized that the calming techniques might be useful for other professionals to reinforce to meet their own goals and made the connection explicit for the students. It wasn’t until the facilitators made this explicit that the students recognized this opportunity for collaboration in delivering effective care for this patient.
  
  

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