Preceptor Competencies in Interprofessional Education: A Scoping Review
BACKGROUND: Preceptorship is essential for Interprofessional Health Education (IPE) programmes. The preceptor is a health professional that works in a health service and facilitates learning between learners from multiple professions in practice environments. Attributes for interprofessional facilitation have been cited in the literature, however specificities for interprofessional precepting are not indicated. It is unclear what are the competencies for preceptors to develop and deliver IPE. This study aimed to map the preceptor competencies in IPE with the research question based on the PCC framework: What are the professional competencies of preceptors in IPE?
METHODOLOGY: This scoping review followed the Joanna Briggs Institute methodology and PRISMA extension for scoping reviews. A systematic database search was conducted in Medline/Pubmed, EMBASE, Scopus, Web of Science, CINAHL, BDENF, IBECS, Lilacs and ERIC, in May 2020, for english, portuguese or spanish peer-reviewed publications that describe preceptorship in any setting of IPE. Independent screenings of titles/abstracts followed by full texts were performed using pre-defined criteria.
RESULTS: 32 published references from the United States, Brazil, Canada, Australia, Sweden and the United Kingdom were selected. Three studies described 21 competencies for preceptors in IPE. Two studies described that preceptors should develop the four core competences from Core Competencies for Interprofessional Collaborative Practice (IPEC). 27 studies did not use the word "competency", although they used similar words as “roles”, “actions”, “attributes” or “functions”. A total of 147 actions, roles, attributions and competencies were listed and summarized considering the similarities in 49 professional actions of preceptors in IPE. Those actions were coded and three categories emerged: Intentionality of preceptors in IPE, Learning facilitation and Management of the training process.
CONCLUSION: The studies approach in an insufficient way the competencies of preceptorship in IPE. Firstly it is necessary to list the professional actions in different work situations in order to establish competencies. Hereafter, the competencies can be constructed based on the opinion of specialists in IPE and the preceptors themselves. This findings is an initial point to establish the competencies for interprofessional precepting, considering the different work situations to determine competencies in a social and historical context.
IMPLICATIONS: The summarization of professional actions supports the establishment of a competency framework for interprofessional precepting. Also will contribute to preceptors development competency-based programmes, necessity highlighted in the literature. The establishment of competencies strengthens the healthcare workforce and is a requirement to face the health problems in 21st century.
