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WHO-Being An Effective Team Player PDF
WHO-Being An Effective Team Player PDF
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Topic 4: Being an effective team player
teams that work closely together in one place; (iv) distributed as in a multidisciplinary cancer team or
teams that are geographically distributed; (v) primary health-care team.
teams with constant membership; and (vi) teams
with constantly changing membership. Teams can include a single discipline or involve
the input from multiple practitioner types including
Regardless of the type and nature of the team doctors, nurses, pharmacists, physiotherapists,
they can be said to share certain characteristics. social workers, psychologists and potentially
These include: administrative staff. The role these practitioners
team members have specific roles and interact play will vary between teams and within teams at
together to achieve a common goal; [3] different times. Roles of individuals on the team
teams make decisions; [4] are often flexible and opportunistic such as the
teams possess specialized knowledge and leadership changing depending on the required
skills and often function under conditions of expertise or the nurse taking on the patient
high workloads; [5,6] education role as they are the ones that have the
teams differ from small groups in as much as most patient contact.
they embody a collective action arising out of
task interdependency [7]. In support of patient-centred care and patient
safety, the patient and their carers are increasingly
Salas defines teams as a distinguishable set of being considered as active members of the
two or more people who interact dynamically, health-care team. As well as being important in
interdependently, and adaptively towards a terms of issues such as shared decision making
common and valued goal/objective/mission, who and informed consent, engaging the patient as a
have been each assigned specific roles or team member can improve the safety and quality
functions to perform, and who have a limited of their care as they are a value information source
lifespan of membership [8]. being the only member of the team who is present
at all times during their care.
Examples of teams include choirs, sporting
teams, military units, aircraft crew and emergency 8 9
response teams.
The TeamSTEPPS [9] programme developed in
What different types of teams are found the United States identifies a number of different
in health care? 7 but interrelated team types that support and
There are many types of teams in health deliver health care:
care. They include labour and delivery units, ICUs,
medical wards, primary care teams in the 1.Core teams
community, teams assembled for a specific task Core teams consist of team leaders and members
such as an emergency response team or who are involved in the direct care of the patient.
multiprofessional teams such as multidisciplinary Core team members include direct care providers
cancer care teams that come together to plan and (from the home base of operation for each unit)
coordinate a patients care. and continuity providers (those who manage the
patient from assessment to disposition, for
Teams in health care can be geographically co- example, case managers). The core team, such
located, as in an ICU or surgical unit, or as a unit-based team (physician, nurses,
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teamwork and adverse events is now well associated with reduced medical errors [15,16].
established [10,11], as is the increasing burden of As summarized in Table 12, improving teamwork
chronic disease, co-morbidities and ageing can have benefits beyond improving patient
populations that require a coordinated and outcomes and safety that include benefits for the
multidisciplinary approach to care [12]. individual practitioners in the team, the team as a
whole as well as the organization in which the
Baker et al. [1], in a major review of team training, team resides (adapted from Mickan, 2005) [12].
contended that the training of health professionals
as teams constitutes a pragmatic, effective How do teams form and develop? 11
strategy for enhancing patient safety and reducing Considerable research into how teams form
medical errors. and develop has been conducted in other high
stakes industries. As detailed in Table 13,
Teamwork has been associated with improved Tuckmann [17] identified four stages of team
outcomes in areas such as primary care [13] and development: forming, storming, norming and
cancer care [14]. Teamwork has also been performing.
Individual benefits
Efficient use of health-care Acceptance of treatment Greater role clarity Better accessibility for
services patients
Enhanced communication Improved health outcomes Reduced medical errors Enhanced well-being
and professional diversity and quality of care
Stage Definition
Forming Typically characterized by ambiguity and confusion when the team first forms. Team members may not
have chosen to work together and may be guarded, superficial and impersonal in communication, as well
as unclear about the task.
Storming A difficult stage when there may be conflict between team members and some rebellion against the tasks
assigned. Team members may jockey for positions of power and frustration at a lack of progress in the task.
Norming Open communication between team members is established and the team starts to confront the task at
hand. Generally accepted procedures and communication patterns are established.
Performing The team focuses all of its attention on achieving the goals. The team is now close and supportive, open
and trusting, resourceful and effective
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utilizing resources to maximize performance; TeamSTEPPS [9] programme and can be found
resolving team conflicts; at http://www.ahrq.gov/qual/teamstepps/.
balancing the workload within a team;
delegating tasks or assignments; SBAR
conducting briefs, huddles, debriefs; SBAR is a technique for communicating critical
empowering team members to speak freely information about a patients concern that requires
and ask questions; immediate attention and action. The technique is
organize improvement activities and training intended to ensure the correct information and
for the team; level of concern is communicated in an exchange
between health professionals.
inspire followers and maintain a positive
group culture.
Situation
What is going on with the patient?
Including the patient as a member of the health-
I am calling about Mrs Joseph in room 251. Chief
care team is a new concept in health care.
complaint is shortness of breath of new onset.
Traditionally the role of the patient has been more
passive as being a receiver of health care. But we
Background
know that patients bring their own skills and
knowledge about their condition and illness. What is the clinical background or context?
Medical student can begin showing leadership in Patient is a 62-year-old female post-op day one
this area by trying to include the patient or their from abdominal surgery. No prior history of
family as much as possible. Establishing eye cardiac or lung disease.
contact with patients, checking and confirming
information and seeking additional information can Assessment
all be done in the context of a ward round. What do I think the problem is?
Including the patient is a safety check to ensure Breath sounds are decreased on the right side
the correct information and complete information with acknowledgement of pain. Would like to rule
is available to everyone on the team. out pneumothorax.
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Check-back
Handover or handoff
This is a simple technique for ensuring information Handover or handoff are crucial times where
conveyed by the sender is understood by the errors in communication can result in adverse
receiver, as intended:
outcomes. "I pass the baton" is a strategy to
sender initiates message;
assist timely and accurate handoff.
I Introduction Introduce yourself, your role and job and the name of the patient.
P Patient Name, identifiers, age, sex, location.
A Assessment Present chief complaint, vital signs, symptoms and diagnosis.
S Situation Current status/circumstances, including code status, level of (un)certainty,
recent changes and response to treatment.
S Safety concerns Critical lab values/reports, socioeconomic factors, allergies and alerts(falls,
isolation and so on).
The
B Background Co-morbidities, previous episodes, current medications and family history.
A Actions What actions were taken or are required? Provide brief rationale.
T Timing Level of urgency and explicit timing and prioritization of actions.
O Ownership Who is responsible (person/team), including patient/family.
N Next What will happen next?
Anticipated changes?
What is the plan?
Are there contingency plans?
Resolving disagreement and However, it is important for all members of the team
conflict 16 to feel they can comment when they see something
Key to successful teamwork is the ability to that they feel will impact on the safety of a patient.
resolve conflict or disagreement in the team. This
can be especially challenging for junior members The following protocols have been developed to
of the team, such as medical students, or in help members of a team express their concern in
teams that are highly hierarchical in nature. a graded manner.
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Medical hierarchies
Medicine is strongly hierarchical in nature and this
is counterproductive in terms of establishing and
effectively running teams where all members
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views are accepted and the team leader is not Assessing team performance 19
always the doctor. While there has been a growing Assessing the performance of a team is an
acknowledgement that teamwork is important in important step in improving team performance.
health care this has not necessarily been
translated into changed practices, especially in A number of teamwork assessment measures are
emerging and developing nations where cultural available [18,25, 26]. Assessment of teams can
norms of communication may mitigate against be carried out in a simulated environment, by
teamwork. direct observation of their actual practice or
through the use of teamwork exercises such as
Individualistic nature of medicine described in the section below on teaching
The practice of medicine is based on the teamwork.
autonomous one-on-one relation between the
doctor and patient. While this relationship remains Assessment of teams can either be done at the
a core value, it is challenged by many concepts of level of individual performance within the team or
teamwork and shared care. This can be at many at the level of the team itself. Assessment can be
levels including doctors being unwilling to share performed by an expert or through peer rating of
the care of their patients through to medico-legal performance.
implications of team-based care.
An analysis of the learning styles or problem
Instability of teams solving skills individuals bring to teamwork can be
As already discussed, health-care teams are often useful following the assessment of team
transitory in nature, coming together for a specific performance [27].
task or event (such as cardiac arrest teams). The
transitory nature of these teams places great
emphasis on the quality of training for team Summary
20
members, which raises particular challenges in Teamwork does not just happen. It requires
medicine where education and training is often an understanding of the characteristics of
relegated at the expense of service delivery. successful teams, knowledge of how teams
function and ways to maintain effective team
functioning. There are a variety of team tools that
Accidents in other industries 18 have been developed to promote team
Reviews of high-profile incidents such as the communication and performance and these
crash of Pan Am flight 401 have identified three include SBAR, call-out, check-back and I Pass
main teamwork failings as contributing to the Baton.
accidents, namely: [18,24]
roles not being clearly defined; WHAT STUDENTS NEED TO DO
lack of explicit co-ordination; (PERFORMANCE REQUIREMENTS)
miscommunication/communication.
Using teamwork principles 21
Medical students can use teamwork
principles as soon as they start their medical
courses. Many medical degrees are based on a
problem based learning (PBL) format and require
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students to work together in teams to build patients that they take the time to engage with the
knowledge and solve clinical problems. They can patient. This can include discussing with the
begin to understand how those teams function patient the procedure they are undergoing or any
and what makes an effective PBL group. Learning anxieties or concerns the patient or their carers
to share information, textbooks and lecture notes may have. They can actively include patients in
is a forerunner to sharing information about ward rounds by either inviting them at the time to
patients. participate or by discussing with the team how
patients might be included in ward round
Be mindful of how ones values and discussions.
assumptions affect interactions with other
team members Using mutual support techniques and
Students learn by observing how different health resolving conflicts, using communication
professionals interact with each other. They will techniques and changing and observing
realize that even though a team can be made up behaviours
22 23
of many personalities and practice styles, this Medical students can practise all of
does not necessarily make the team less effective. these competencies either in their work with their
Rather, it can show how the strengths and peers in study groups or within health-care teams
weaknesses of different members of the team can as they move through their programme and are
assist deliver quality and safe care. increasingly involved. As detailed below, many
teamwork activities can be used with groups of
Be mindful of the role of team members and students and practitioners to explore leadership
how psychosocial factors affect team styles, conflict resolution and communication
interactions, recognize the impact of change skills.
on team members
It can often be difficult for medical students (and A number of practical tips exist to help medical
indeed practising clinicians) to appreciate the students improve their team communication skills.
different roles that health-care professionals play They can start practising good teamwork at the
in teams, or how teams respond to change or very beginning of their medical course. The
psychosocial factors. Students can be following activities and steps will promote good
encouraged to make structured observations of teamwork in any situation whether as a medical
teams to observe what roles are played by student or a hospital senior doctor.
different individuals and how this relates to factors Always introduce yourself to the team or
such as their personal characteristics as well as those you are working with even if it is for a
their profession. Students can be encouraged to few minutes.
talk to different team members around their Reading back and closing the communication
experience of working in a team. Faculty can loop in relation to patient care information.
themselves ensure that students are included in Stating the obvious to avoid confusion.
teams and assigned roles so they can observe
these processes from the inside. Nurse: Mr Brown is going to have
an X-ray.
Include the patient as a member of the team Student: So, we are taking Mr Brown to have
Medical students can ensure that when they are an X-ray now.
taking histories or performing procedures on
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Asking questions and continually clarifying. When conflict occurs, concentrate on what
Delegating tasks to peoplelook at them and is right for the patient not on establishing
check they have the information to enable who is right or wrong.
them to do the task. Talking into the air is an
unsafe practice because the person may not
think that it is they who have the responsibility CASE STUDIES
of the task.
Clarifying your role in different situations. Right action, wrong result
Nurse: Mr Brown is going to have A doctor was coming to the end of his first week
an X-ray. in the emergency department. His shift had ended
Student: So, we are taking Mr Brown to have an hour before, but the department was busy and
an X-ray now. his registrar asked if hed see one last patient.
Nurse: Yes. The patient was an 18-year-old man. He was with
Student: Who is taking Mr Brown for his parents who were sure hed taken an
his X-ray? overdose. His mother had found an empty bottle
of paracetamol that had been full the day before.
Using objective language not subjective He had taken overdoses before and was under
language. the care of a psychiatrist. He was adamant hed
Learning the names of people who are in the only taken a couple of tablets for a headache. He
team and using them. Some doctors do not said hed dropped the remaining tablets on the
bother to learn the names of the nurses and floor so had thrown them away. The parents said
other allied health-care workers thinking they theyd found the empty bottle six hours ago and
are not as important. However, doctor better felt sure that he couldnt have taken the
relationships with other team members if they paracetamol more than ten hours ago. The doctor
use peoples names rather than referring to explained that a gastric lavage would be of no
them by their profession, such as nurse. benefit. He took a blood test instead to establish
Being assertive when required. This is paracetamol and salicylate levels. He asked the
universally difficult, yet if a patient is at risk of lab to phone the emergency department with the
serious injury then the health professionals, results as soon as possible. A student nurse was
including students, must speak up. Senior at the desk when the lab technician phoned. She
clinicians will be grateful in the longer term if one wrote the results in the message book. The
of their patients avoids a serious adverse event. salicylate level was negative. When it came to the
If something does not make sense, ask for paracetamol result, the technician said, two
clarification. paused, and then, one three, two point one
Briefing the team before undertaking a team three repeated the nurse, and put down the
activity and performing a debriefing phone. She wrote 2.13 in the book. The
afterwards. technician didnt say whether this level was toxic
and he didnt check whether the nurse had
This encourages every member of the team to understood. When the doctor appeared at the
contribute to discussions about how it went and desk, the nurse read out the results. The doctor
what can be done differently or better next time. checked a graph hed spotted earlier on the
notice board. It showed when to treat overdoses.
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Topic 4: Being an effective team player
There was also a protocol for managing reserved. The NPSA authorises healthcare
paracetamol overdoses on the notice board, but it organisations to reproduce this material for
was covered by a memo. The graph showed that educational and non-commercial use.
2.13 was way below treatment level. The doctor
thought briefly about checking with the registrar, but A failure to relay information between staff
she looked busy. Instead, he told the student nurse and to confirm assumptions, resulting in
that the patient would need admitting overnight so adverse patient outcome
that the psychiatrist could review him the next day. This example highlights how the dynamics
The doctor went off duty before the printout came between surgical trainees and staff and the flow of
back from the lab. It read paracetamol level: 213. staff in and out of the operating room
The mistake wasnt discovered for two days, by can allow adverse events to happen.
which time the patient was starting to experience
the symptoms of irreversible liver failure. It wasnt Before a roux-en-y gastric bypass patient was
possible to find a donor liver for transplant and the brought into the operating room, allow nurse
patient died a week later. If hed been treated when reported to a second nurse that the patient was
he arrived at the emergency department, he might allergic to morphine and surgical staples. This
not have died. information was repeated again to the staff
surgeon and the anaesthetist before the start of
The doctor was told what had happened by his the procedure.
consultant on Monday when he started his next
shift and, while still in a state of shock, explained As the surgery was coming to an end, the staff
that he had acted on what he thought was the surgeon left the operating room, leaving a surgical
correct result. He had not realised, he admitted, fellow and two surgical residents to complete the
that paracetamol levels are never reported with a procedure. The surgical fellow then also left the
decimal point. Because he had not seen the operating room, leaving the two residents to close
protocol he had also not appreciated that it might the incision. The two surgical residents stapled a
have been appropriate to start treatment before long incision closed along the length of the
the paracetamol level had come back anyway, patients abdomen. They stapled the three
bearing in mind that the history, although laparoscopic incisions closed as well. When the
contradictory, suggested the patient might well residents began the stapling, a medical student
have taken a considerable number of tablets. It removed a sheet of paper from the patient chart
would be unfair to blame the doctor or the and took it over to the residents. The medical
student nurse individually. The real weakness is student tapped one of the residents on the
the lack of safety checks in the system of shoulder, held the paper up for her to read and
communicating test results. In fact, no-one made told her that the patient was allergic to staples.
a really big mistake. At least three people made a The resident looked at it and said you cannot be
series of small ones, and the system failed to pick allergic to staples.
these up.
The staff surgeon returned to the operating room
Reference as the residents were completing the stapling. He
National Patient Safety Agency 2005. Copyright saw that the residents had stapled the incisions
and other intellectual property rights in this and informed them that the patient did not want
material belong to the NPSA and all rights are staples. He told them that they would have to
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Topic 4: Being an effective team player
take all the staples out and suture the incision. He be breathing. The heart monitor came on and
apologized for neglecting to inform them of this showed ventricular fibrillation.
allergy. One of the residents asked whether you
could be allergic to staples and the staff surgeon Pads and 50 joules, called Simon. The nurses
said: It does not matter. The patient is convinced look at him and say, What? Pads and 50 joules,
that she is. The staff surgeon told the residents stat! Simon replie. Call a doctor, any doctor, to
they would have to remove all the staples and come and assist me now! he yelled. They could
sew the incisions. This took an additional 30 not revive the patient.
minutes.
Reference
Case from the WHO Patient Safety Curriculum Case from the WHO Patient Safety Curriculum
Guide for Medical Schools working group. Guide for Medical Schools working group.
Supplied by Lorelei Lingard, University of Toronto, Supplied by Ranjit De Alwis, International Medical
Toronto, Canada. University, Kuala Lumpur,Malaysia.
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Topic 4: Being an effective team player
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Reflective activities around experiences of Remember, one of the most important parts of any
teamwork team building exercise is the debrief at the end of
A simple way to introduce teamwork concepts to the exercise. The purpose of the debrief is to
medical students is to get them to reflect on reflect on what worked well for the team so
teams they may have participated in during school that effective team behaviours are reinforced;
or university. This may include sporting teams, reflect on what was difficult and what
work teams, choirs and so on. Reflective challenges the team facestrategies to
exercises can include the creation of simple manage the challenges should be explored
surveys that can be used to draw out questions and then practised in subsequent sessions.
around teamwork.
Free team building games can be found on the
Reflective exercises can also be built around following web site.
examples of teamwork failures or successes that http://www.businessballs.com/teambuildinggame
may be topical and/or current within the local s.htm
community. This may include the development of
quizzes or group discussions about newspaper Building newspaper towers: an example of a
articles describing failures in sporting teams team building exercise (taken from the web site
associated with teamwork failures or high-profile above)
examples of medical errors due to failures in An interactive exercise that requires no physical
teamwork. The case studies provided within the contact that can be varied depending on the
framework could also be used to reflect on failures group size, dynamics and available time.
in teamwork.
Basic exercise:
High-profile examples of teamwork failures and Split the group into smaller groups of 26 people.
successes outside of health care such as plane Issue each group with an equal number of
crashes or nuclear power station failures are often newspaper sheets (the fewer the more difficult,
used in the teaching of teamwork principles. A 20-30 sheets is fine for a 10-15 minute exercise),
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and a roll of sticky tape. The task is to construct Newspaper construction exercises are terrifically
the tallest free-standing tower made only of flexible and useful. Once you decide the activity
newspaper and sticky tape in the allotted time. The purpose and rules, the important thing is to issue
point of the exercise is to demonstrate importance the same quantity of materials to each team.
of planning (time, method of construction,
creativity) and the motivational effect of a team Other tips for newspaper construction activities:
task. The facilitator will need a tape measure. Building tips: it does not matter how big the
sheets are, but large double pages offer the
Instructions need to be very clear. For instance, greatest scope for the towers.
does the tower have to be free standing or can it Think about how much paper is issued as it
be braced? It does not matter which, it matters changes the type of challenge: lots of paper
only that any issues affecting a clear result are makes it much easier and places less
clarified. emphasis on planning. Very few sheets, or
even just one sheet, increases the
Tips for newspaper constructions exercises requirement for planning.
You can allocate as many sheets as you wish, The main trick (do not tell the participants
depending on the main purpose of the exercise, before the exercise) is to make long thin
and to an extent the duration and how many team round-section struts by rolling the sheets and
members per team. As a general rule, the fewer fixing with sticky tapeSellotape or Scotch
the sheets the smaller the teams and the shorter tape, or narrow masking tape instead. The
the exercise. Short timescales, big teams, lots of struts can then be connected using various
sheets = lots of chaos. This may be ideal for techniques, rather like girders.
demonstrating the need for leadership and Round struts (tubes), and any other design of
management. Unless the primary purpose is struts or sections, lose virtually all their
leadership and managing the planning stage, strength if flattened or bent. Very few
avoid small numbers of sheets with large teams. newspaper exercise builders understand this
Small teams do not need lots of sheets unless fundamental point, and some fail to realize it
you make a rule to use all materials in order to put even after completing the exercise, so it is
pressure on the planning and design stage. worth pointing out during the review.
Square sections are not very strong.
Examples of main purposes and numbers of Triangular or circular sections work best,
sheets: although the former are difficult to make.
very strong emphasis on preparation and It is possible to make a very tall tower (810
design; feet) using a telescopic design, which requires
1-5 sheets in pairs or threes; many sheets to be stuck together end-to-
design, planning, preparation, teamworking: end, rolling together and then pulling out from
510 sheets in team of three or four; the centre.
team building, time management, warm up, Most people make the mistake of forming big
ice-breaker, with some chaos management: square section lengths or spans, which are
20 sheets in teams of four, five or six; inherently very weak and unstable. This is
managing a lot of chaos: 30 sheets and why the newspaper constructions are such
upwards in teams of six or more. good exerciseseach one needs thinking
about and planning and testing or people fall
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into traps and make simple mistakes. namely the teamwork, leadership and
The best way of finding answers is to try it communication issues that emerge as the
you should be doing that anyway if you are scenario unfolds [18].
facilitating and running the session. You will
be amazed at how strong paper can be if it is As with the non-health-care team building
folded and/or rolled and assembled with a bit exercises discussed above, it is vital that a
of thought. structured debriefing is conducted that explores
the way the teams performed in the exercise:
Simulated health-care environments what worked well and why, what was difficult and
Simulation is being increasingly used to learn and why, and what could be done to improve
practise teamwork in health care. This is an ideal performance on subsequent occasions. If different
learning environment for medical students, as it health-care students are working together in the
combines safetythere is no real patientand simulation, the different roles, perspectives and
the ability to increase or decrease the speed of challenges of each profession can be discussed
evolution of the scenarios to optimize learning, during the debriefing as well.
especially if using mannequin-based simulation
techniques. This is ideal for teamwork exercises The major constraint with simulation exercises is
as the importance of sound teamwork behaviours that they can be resource intensive, especially if
is particularly manifest in emergency, time- using a computerized mannequin and attempting
critical situations. In addition, students get a to make a teaching setting look like a clinical
chance to experience what it is like to manage a environment.
situation in real time.
Participating in health-care teams
Ideally, simulated environments may be used to Students, particularly in their later years, should
explore teamwork using mixed groups of health- be encouraged to participate in a number of
care professionals. When exploring teamwork the different types of health-care teams at every
focus should not be on the technical skills of the opportunity. Just because the doctors and nurses
students but rather their interactions and from a particular ward or clinic maintain the
communication with one another. The best way to traditional silo approach to health care does not
ensure this remains the focus of the exercise is to prevent medical students working with other
allow the students to learn and practise the health professionals as part of a team.
technical aspects of the scenario together prior to
the actual scenario, usually through an initial The faculty should identify teams where students
procedural workshop. If the team struggle with will be welcomed and ideally given some form of
basic knowledge and skills then the opportunity to participatory role. These teams may include well-
discuss teamwork may be lost as there may be so established multidisciplinary care planning teams
many important medical and technical issues to such as found in mental health or oncology or
discuss. However, if the students are well drilled more fluid teams as found in emergency
on the technical aspects of the scenario departments. They should also include primary
beforehand, the challenge for them is to put what health-care teams in the community.
they know into action as a team. The simulation
then becomes a powerful opportunity to explore It is important to get students to reflect on team-
the non-technical aspects of the scenario, based experiences in health care and share these
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experiences with other students and faculty staff. different groups of students together to appreciate
This will allow then to discuss both the positive and respect the different roles of health
and negative aspects of their experience. professionals before they have joined a
Students should be asked to identify model teams professional group themselves.
and why they believe they can be identified as
such. They should be encouraged to ask While there is a compelling argument that
questions such as: undergraduate IPE should improve subsequent
What were the strengths of the team? teamwork in practice, the research to support this
What professions were represented on the argument is not yet conclusive.
team and what was their role?
Did the team have clear goals? Universities have taken different approaches to
Was there a clear leader? introducing IPE depending on available resources,
Were all team members permitted to the available undergraduate programmes and the
participate? degree of support for the concept at a senior
How did members of the team communicate level. Approaches have ranged from a full re-
with one another? engineering and alignment of all health curricula
How could the student see the team being through to inserting IPE modules and activities
improved? into existing curricula on a relatively opportunistic
Was the patient part of the team? basis.
Students should be asked to explore and reflect The resources and activities included in this guide
on areas of teamwork where errors are know to are intended to be useful either for programmes
occur such as communication between primary teaching only medical students or for those
and secondary care or during handover/hand off. teaching multiprofessional student groups.
It may also be possible for students to take part in Below we include further reading on IPE and links
a panel discussion with an effective to universities that have introduced IPE into their
multidisciplinary team to discuss how the team curricula.
functions and works together.
Resources
Interprofessional education Institute for Healthcare Improvement. Health
While the focus of this Curriculum Guide is on profession education: a bridge to quality.
medical schools, teamwork in health care cannot Washington DC, National Academies Press, 2003.
be discussed without discussing the important Almgren, G et al. Best practices in patient safety
role of interprofessional education (IPE) in education: module handbook. University of
undergraduate health education. Washington, Seattle, Center for Health Sciences
Interprofessional Education, 2004.
At the heart of IPE is the preparation of future
practitioners for effective team-based practice
through bringing students from different
disciplines together during undergraduate
education to learn from and with each other.
Undergraduate education is a good time to bring
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