INT D 403 Facilitators

This combined course includes INT D 403, INT D 503,  MLSCI 295,  PHARM 210, and REHAB 501. For the sake of brevity, this course will be referred to simply as INT D 403.

Each class section of INT D 403 is led by 2-3 facilitators, most of whom are either University of Alberta faculty members or practitioners from a variety of healthcare disciplines. We also have facilitators who are healthcare executives or educators from other institutions.

 

INT D 403 Facilitators:

• Educate. Facilitators inspire and educate future health professionals by sharing their profession, background, and experiences. They influence the development of health science students from a wide range of programs.
• Innovate. There have been many innovations to the course curriculum over the last few years, including increased use of simulation and multimedia. Facilitators learn about these new methods and help deliver them.
• Learn. Facilitators receive training from interprofessional education experts at the Health Sciences Education and Research Commons (HSERC). Training focuses on practical facilitation skills such as feedback and debriefing, marking assignments, and classroom management.
• Network. Facilitators have the opportunity to network with and learn from each other.

Throughout the course, facilitators guide students through classroom activities by introducing the activities, leading discussions, and debriefing. The activities are developed by course administrators and advisors and written into classroom lesson plans. Facilitators use the lesson plans as a road map, adding their own expertise and experience as they lead the students through the activities.

Facilitators also provide feedback to students individually and as a team, verbally and in writing (e.g. when marking assignments). Feedback helps students understand how their team processes affect their ability to achieve their goals.

 

Qualifications

• Professional involvement in a health science discipline.
• Experience in teaching and/or facilitation is an asset but is not required.
• Facilitators should also be enthusiastic about promoting interprofessional teamwork in the healthcare workplace and committed to quality student education and lifelong learning. 

Time Commitment

Before the course begins:

• Online, self-paced facilitator training, 3-4 hours, in August-September.
• Online, real-time (synchronous) facilitator training workshops (dates TBD).
• Several additional hours, as needed, to become familiar with course content and logistics.

During the course:

• Participate in online student discussion forums, 1-2 hours total, in September-October.
• Class preparation and meeting with co-facilitators: 3-4 hours total, in October.
• Two 3-hour real-time, online classes with students, 6 hours total, in October-November.*
• Marking course-end written assignments, 5-10 hours total, in November.

*Facilitators will be assigned to one of the following dates for the real-time classes, according to their availability and to achieve a mix of faculty members, community professionals, and health disciplines:
Sat, Oct 29, 9 am-12 pm, Online
Tues, Oct 25, 6-9 pm, Online
Thu, Oct 27, 6-9 pm, Online