Topic | Teamwork and Communication in Health Care |
Target Audience | Pharmacy, Nursing, Speech-Language Pathology and Audiology |
Academic Focus | Clinical skills |
Target IPEC Competencies | Domain: Teams and Teamwork
Describe the process of team development and the roles and practices of effective teams. Reflect on individual and team performance for individual, as well as team, performance improvement. |
Target HRSA Competencies | Domain: Interprofessional Collaborative Practice
Exchange meaningful information among health care providers to identify and implement appropriate, high quality care for patients, based on comprehensive evaluations and options available within the local health delivery and referral system. |
Learning Objectives | Understand the terminology and concepts of interprofessional education and collaborative practice.
Consider how collaborative practice can increase provision of comprehensive oral health services. |
Overview for instructors. The purpose of this didactic session is to introduce students to the concepts of interprofessional education and collaborative practice. Instructors will use two case studies to highlight the specific teamwork and communication skills individuals need to work effectively on an interprofessional health care team. Each case study uses little to no medical or dental terminology to embed oral health. As a result, this session is ideal for pre-licensure health sciences students with no clinical training.
Materials provided in this toolkit.
Instructor Preparation.
Note: The survey portion of the Pre- and Post-Session Assessment Questionnaire is taken from the TeamSTEPPS® Teamwork Attitudes Questionnaire, which looks at five core components of teamwork. TeamSTEPPS was developed jointly by the Department of Defense and the Agency for Healthcare Research and Quality to improve the quality and safety of patient care. To learn more about the system, which includes a full curriculum and other resources, visit TeamSTEPPS.
Schedule.
This session will take approximately one hour, depending on the number of participants.
Pre-assessment (2–5 minutes). Ask students to complete the pre-session portion of the Pre- and Post-Session Assessment Questionnaire as they arrive.
Introduction (5 minutes). Review the learning objectives and purpose of the session. Ask students to identify themselves by hand as you note the professions represented in class. Then, ask a student volunteer from each profession to read the roles and responsibilities for his or her profession aloud.
Discussion of pre-session assignment (10 minutes). The purpose of this assignment is to provide students with a real-world example of substandard health care delivery.
Ask student volunteers to share their answers to the questions in the Pre-Session Assignment: Teamwork and Communication in Health Care. Use the following notes to enhance discussion for each question.
If necessary, guide students toward an understanding of the ways better communication and teamwork could have resulted in the more timely care needed to save Deamonte’s life.
Smiles for Life Course 1: The Relationship of Oral to Systemic Health PowerPoint slides 30–34 (10 minutes). This portion of Smiles for Life Course 1: The Relationship of Oral to Systemic Health introduces the concepts of interprofessional education and collaborative practice. Take time to read the definition of each and point out that the purpose of this didactic session is to prepare students for collaborative practice.
Case study for Jill (10 minutes). Break students into interprofessional teams of five or six. If possible, place one student from each profession on each team.
Instruct students to read Jill’s case study silently, then answer the questions as a team. One student should take notes and be prepared to discuss the team’s answers.
Use the following notes to enhance discussion generated by the questions.
Case study for Mr. Jones (10 minutes).
Option 1
Ask students to form new teams with at least one person from each profession present on each team. Teams should designate one person to take notes and report on team findings. After the students have formed teams, direct them to read the case study for Mr. Jones silently, then answer the questions as a team.
Option 2
Ask students to remain with their present teams but designate a new person to take notes and report findings. Direct students to read the case study for Mr. Jones silently, then answer the questions as a team.
Use the following notes to enhance discussion generated by the questions.
Wrap-up (5 minutes).
To facilitate a wrap-up discussion, ask students the following questions.
To close the session, summarize the following points for your students.
Post-assessment (2–5 minutes). Ask students to complete the post-session portion of the Pre- and Post-Session Assessment Questionnaire before they leave. Impress upon them the value of their feedback in helping you hone the session for future students.
Note: This didactic session was pilot tested with an interprofessional group of first-year pharmacy, nursing, and speech-language pathology and audiology students. Accordingly, the case study and questions used in this session were tailored for these professions. Feel free to adapt this session to meet the needs of students from a different mix of professions.
First Published: 10/2015
Last updated: 03/2016