Structural components of the Facilitator Training Program include:
· Three phases of training
· Learning plan
· Relationship with a faculty guide
· Supervision by the Faculty Development Committee (FDC)
· Support by fellow FITs
Training Phases:
Following application and acceptance, facilitators-in-training (FITs) progress through three phases; certification follows successful completion of these three phases (see Appendix I.2), and can take anywhere from three to six years. FITs in each phase have progressively increasing responsibility for teaching and facilitating small groups of learners.
FIT Is function as participant-observers in groups with other learners at regional and ENRICH courses. They attend pre- and post-course faculty meetings and facilitate the orientation for new participants at ENRICH courses.
They will have daily individual debriefings with their learning group’s Academy facilitator but instead of attending the daily learning group debriefings between their group’s facilitator and upper level FITs in their group, and the daily faculty meetings at ENRICH courses, FIT Is will form a "crossover group”, meeting during the daily faculty meeting time to share their experiences and support each other.
FIT IIs co-facilitate groups of learners with a senior Academy facilitator. They attend pre- and post-course faculty meetings, participate in the daily learning group debriefings with their group’s Academy facilitator and attend the daily faculty meetings.
FIT IIIs facilitate independently at least once prior to certification. Faculty development is a career-long process and the AACH offers opportunities for further training. Once certification occurs, faculty members are encouraged to continue their learning by eliciting feedback from course participants and co-facilitators.
Other learning opportunities include co-facilitation with FIT IIs, functioning as a Guide for a FIT, or by participating in the yearly winter courses. In addition, faculty members are encouraged to work with other organizations that have alternate models of teaching the doctor-patient relationship in order to expand the AACH faculty repertoire and to become resources for AACH enrichment.
Learning Plans:
You have already drafted a preliminary learning plan, including learning goals, potential resources, target dates, means of evaluating progress, and obtaining validation. You will use this plan to guide your learning, your interactions with your guide, and as a tool to document readiness to advance to each phase of training. It will truly be a "work in progress" as you continually refine your learning goals and training path. Your learning plan should be updated at least yearly.
Faculty Guides:
Each FIT is paired with a senior AACH faculty member who will act as a mentor to facilitate progress and growth during training. FITs and guides meet regularly to discuss learning issues, and to negotiate many aspects of training relative to creating and implementing a learning plan. We ask that you identify a guide prior to applying to the FIT Program. If this is not possible, we will provide you a list of available guides compiled by the Faculty Development Committee (FDC) shortly after acceptance. You will select your top choices based upon your individual background, interests, and needs. The FDC will make a final selection, making every effort to honor your preferences.
Faculty Development Committee (FDC):
The purpose of this committee is to supervise the quality of the Facilitator Training Program relative to policy, admissions, advancements, certification, and guides. It convenes monthly and consists of the co-directors, three faculty and three FIT representatives. The FIT representatives are selected at Winter Courses and have alternating two-year terms. Their role is to advocate for FIT needs on the FDC, help with administrative projects, and to coordinate FIT-FDC communications. While the committee acknowledges the importance of input from the FIT representatives, the FIT representatives do not vote on advancement or graduation decisions. FIT input in developing training needs assessment, policies, materials and procedures is welcome. This is a wonderful venue for becoming more active in Academy work, having some input into the FIT experience, and learning about effective leadership.
Other Facilitators-in-Training:
FITs meet formally during the winter training course, as well as the national course, in order to support each other and assure communication between FITs and the FDC. In addition, you will find that other FITs are sources for your learning, by virtue of expertise they bring, as well as feedback they may provide you about your learning goals.
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