Facilitator Reflections on Shared Expertise and Adaptive Leadership in ECHO Autism: Center Engagement.
Journal
The Journal of continuing education in the health professions
ISSN: 1554-558X
Titre abrégé: J Contin Educ Health Prof
Pays: United States
ID NLM: 8805847
Informations de publication
Date de publication:
01 01 2022
01 01 2022
Historique:
pubmed:
6
10
2021
medline:
27
4
2022
entrez:
5
10
2021
Statut:
ppublish
Résumé
Project Extension for Community Healthcare Outcomes (ECHO) is used to increase provider capacity in a wide range of health care specialties. ECHO Autism: Center Engagement is a program that promotes improvement in autism care by improving the management of autism care centers. The program's focus brought experienced clinicians together as both facilitators and participants in an ECHO series. ECHO Autism: Center Engagement facilitators devised a reflective writing exercise to prospectively study their experience leading this new curriculum. Drawing on a qualitative thematic analysis of longitudinal reflective writing exercises from seven "Hub Team" facilitators, we describe how ECHO leaders cultivate a learning environment that emphasizes shared learning and acknowledges the expertise of ECHO participants. The analysis generated three main themes: (1) Hub Team facilitators valued reciprocal exchange with Spoke sites, a theme we name "shared learning," (2) Hub Team facilitators demonstrated high levels of awareness about their facilitation styles, and (3) Hub Team facilitators cultivated an interactional style they described as "all teach, all learn." Examining the experiences of ECHO facilitators produces qualitative accounts of continuing professional development that may not be captured in other program evaluation approaches. In the case of ECHO Autism: Center Engagement, facilitators cultivated an environment of shared learning, which acknowledged the expertise of both facilitators and participants. These findings are pertinent for scholars of continuing education in health professions who lead educational programs where participants and facilitators have high levels of overlap in their areas of expertise and years of experience.
Identifiants
pubmed: 34609351
doi: 10.1097/CEH.0000000000000395
pii: 00005141-202204210-00022
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e53-e59Informations de copyright
Copyright © 2021 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.
Déclaration de conflit d'intérêts
Disclosures: The authors declare no conflict of interest.
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