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Each group had an assigned facilitator.
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Learning typically takes place using a PBL approach where a problem scenario is presented to a class of 25 students, who work in small teams of five alongside their assigned class facilitator, once a week over a period of 13 weeks.
Each clinic was assigned two facilitators to coach the CDM team, facilitate and guide the implementation of intervention and provide feedback on their performance.
A portion of each class was devoted to participants describing their experience of the group and the "barriers" to treatment that arose in the completion of the formal and informal (i.e. homework) practices assigned by facilitators, which mirrors the same model used in MBCT.
However, the facilitator assigned the participants codes with which to identify individuals while they were talking.
The informants were divided into three groups with a facilitator assigned to the group and a copy of the household list.
A few peers had established good collaborative working relationships with the recovery facilitators assigned to their units.
In a PBL curriculum, students study in small groups of about 6 – 10 members and each of these groups is assigned a faculty member (facilitator) whose role is to facilitate the learning process at the tutorial group meetings.
A study facilitator was assigned to each participant for the duration of the data collection session.
One facilitator was assigned to each of the of 52 community groups in the two study regions (26 in each region).
Our suggestions may have implications for implementation of external practice facilitation programs in the future, such as reducing the number of teams assigned to any one practice facilitator, or increasing work time to allow practice facilitators the ability to interact more frequently with each team.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com