Center for Interprofessional Practice and Education
at Washington University Medical Campus

1. Be prepared
2. Know your learners and “invest in the beginning”
3. Create a safe and open environment
4. Understand and respond to group dynamics
5. Encourage diplomacy and allow for various opinions
6. Be a positive role model for IP collaboration
7. Monitor the situation
8. Maintain neutrality and sensitivity
9. Focus the conversation on IP practice and collaboration
10. Have closure

Be Prepared for “Flying Blind”

• Know that you will not have access to many of the sensory skills you use in the F2F setting
• Consider how the foundations of your F2F IPE Facilitation skills will transfer to the online environment

Don’t let technology take over

• The more complex it is the more likely there will be “bumps” – go with the flow
• Develop contingency plans that will allow collaboration to move forward in the face of glitches
• Provide support and give learners adequate time to work with new applications and technology: keep tasks very simple at the start to reduce anxiety

Be explicit, be clear:

• Expectations about homework, participation and other areas may need to be spelled out very clearly, in multiple places, multiple times
• Simple netiquette rules (e.g. introducing yourself before you speak in a synchronous environment, avoiding use of CAPITALS in the asynchronous setting) should be addressed and consider providing ahead of time

Make sure the IPE Collaborative process gets it’s due:

• Look to connect process elements to tasks to deepen collaboration and group development
• Understand that learners may be drawn to the relatively safe structure of a task in the unfamiliar online world. Challenge and support them to address both task and process elements.

Expect IPE group processes may take longer:

• Allow for extra time for learners to find their way in this new world. They will likely spend considerable time at first contributing from their own professional view points
• Watch for signs that the group is feeling greater comfort: asking each other questions, disagreeing with each other, taking leadership
• Foster the IP group process development through implicit (and explicit) encouragement as well as modeling
• Consider following-up with quieter participants through 1:1 contact to support and develop approaches to build their comfort and participation

Make full use of your Co-Facilitator (if applicable):

• If you have a co-facilitator, use them for modeling collaborative practice, content or process support, tech support and mentorship
• Ensure you both do reflective debriefing after every module
• If you do not have a co-facilitator, be open about your need for support from others
• Continue to reflect to allow growth from activity to activity

Take full advantage of what the online environment offers:

• The online setting has a lot to offer that the F2F setting does not
• Seize every opportunity to bring in online resources, tools, videos that enhance the collaborative learning