Faculty Guide 

Applying Interprofessional Collaboration (TEACH! Anchor 3)

FALL 2020

Thank you for your help with the evaluation of learners participating in TEACH! Anchor 3.
Complete information related to this Anchor is available on Canvas (please email ipectr@iu.edu
if you don’t have Canvas access to this module). This document provides an overview of event
information provided to students and content specific to your role as faculty.

Student Learning Objectives

1. Recognize the strengths that individuals bring to teams, which may be regardless of
discipline and formal role
2. Consider how similarities and differences across professions influence caregivers’
understanding of health and healthcare priorities
3. Describe health and healthcare as inclusive of individuals, populations, and
communities.
4. Explain how all members of the healthcare team share accountability to improve
outcomes relevant to prevention and healthcare
5. Demonstrate effective methods of collaborating with team members to clarify each
person’s responsibilities
6. Discuss the importance of teamwork in person-centered and community focused care
7. Demonstrate active listening while encouraging ideas and opinions of others
8. Identify ways in which to improve team performance

Student Expectations
To receive full credit for this module, you must complete each of the following components:
(include links to take you directly to each module).

1. Team Introductions and Organization of Teamwork

2. Complete Canvas Pre-work
3. Review Jordan’s history and current assessment.
4. Record and Participate in a synchronous Virtual Team Huddle to:
a. Address Jordan’s health and wellness
b. Discuss the guiding debrief questions
c. Write team reflective responses
5. Upload notes from your Team Huddle meeting and recording of the Team Huddle Zoom
meeting to Canvas
6. Turn in your Anchor 3 Team Huddle Document (1 per team) for feedback from your
facilitator
7. Complete End of Anchor Assessments:
a. Self and Team Assessment, ICCAS, Event Evaluation

The Canvas course will open on November 2, 2020 at 12:01 am ET and close on November
13, 2020 at 11:59 pm ET. Please note that there are pieces of the content that will be
completed individually, but there are also components that must be done synchronously with
your team members. To successfully complete the module within the given timeframe it is

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advised that you begin working on the individual components as soon as the module is available
and schedule your team meetings in a timely manner.

Please note that participation and completion of the team assignment is a required
component of your course. Each team will be assigned a faculty facilitator to evaluate
and provide feedback on your team function and assignments. If you are missing any of
the above activities, you will be reported to your instructor as incomplete.

Engaging with Your Faculty Facilitator

While you are required to meet with your other student team members synchronously for your
team huddle, we strongly encourage you to connect with your faculty facilitator as soon as
possible and try to allow them to join the virtual team huddle (even if for part of the time). Use
the list below to identify options of ways you can connect with your faculty facilitator during this
event (synchronously and/or asynchronously). Student teams are highly encouraged to use
at least one of these methods, or any other method that allows them to connect with their
assigned faculty facilitator.

 Email your faculty facilitator as soon as the Anchor opens

 Work with your faculty facilitator to schedule your Team Huddle at a time they can
join (even if only for part of the time)
o Please consider scheduling your Team Huddle during normal
business/class hours to allow faculty facilitators to join while balancing
personal and professional commitments
 Video record your Team Huddle meeting to allow faculty to review your discussion if
they can’t attend in person (steps for recording your Zoom meeting can be found in
the Anchor 3 FAQ document )
 Use the Discussion Board feature in Canvas to allow faculty to follow, and participate
in, your team discussions

Students - Connecting with the IU IPE Center

If you have questions about this module or need support, please email the Interprofessional
Practice and Education Center team at ipectr@iu.edu. In the subject line, please write, “Anchor
3 Issue.” You will receive a response from our team within 1 business day. The due date of all
activities is November 13th, 2020 by 11:59 pm EST, so make sure any email communication is
sent 1-business day in advance to allow time for a response.
You can also check out our most Frequently Asked Questions.
The Canvas Resources module provides quick tutorials on how to navigate Canvas.
A more rapid approach to connecting with the IU IPE Center team will be to join a Virtual Office
hour. These will be held to offer support or answer any questions via Zoom. Below you will find
a schedule for the Virtual Office hours:

11/4/20 9:00 - 11:00 AM EST

11/5/20 1:00 - 3:00 PM EST
11/11/20 1:00 - 3:00 PM EST
11/12/20 9:00 - 11:00 AM EST

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 Case Information and Instructions Provided to Students
Meet Jordan
Jordan is a 22-year-old patient with a diagnosis of Intellectual Disability (ID) who lives at home
with her parents. Jordan and her family live on a farm in Spencer, Indiana, in rural Owen
County. Since Jordan is 22, she is in the process of transitioning her medical care from
pediatrics to an adult primary care health center. Jordan and her parents recently noticed that
Jordan's clothes are tighter fitting than usual. They have also noticed a weight gain of about 20
pounds (without growth in height). Due to this, Jordan had been scheduled to see a team of
providers at a local clinic to discuss considerations related to Jordan’s health and wellness.

Jordan attended South Spencer High School and exited this past spring with her Certificate of
Completion*. When she was in school, Jordan attended classes for the entire school day,
meaning her meals for breakfast and lunch were prepared by the school and she participated in
physical education activities each of the last six semesters. Now that Jordan has graduated, she
relies on her parents to prepare meals for breakfast, lunch, and dinner.

Outside of school, Jordan has been involved in Special Olympics Indiana for the past three
years, competing in basketball. Just like every other group sport, all Special Olympics' teams
have a training season leading up to their tournaments. Jordan's team practices together
throughout December, January, and February. Then, the team competes in tournaments
throughout March each year. Jordan has loved Special Olympics so much that she is
considering enrolling in the Athlete Leadership Program (ALPS), which is a program designed to
train and support athletes looking to hold leadership roles within Special Olympics.

*Certificate of Completion: Students with learning differences and difficulties in demonstrating

success in traditional educational programming are eligible for evaluation for special education
services. Students who qualify have an individualized education plan (IEP) with programming to
meet their needs. Students with IEPs may complete their schooling between ages 18-22. If they
fulfill the education credit requirement, they receive a diploma. If they have not accrued the
required credits, they may exit with a certificate of completion.

The team at the primary care health center has been called together to discuss with Jordan and
her family steps they can take to maintain a healthy lifestyle for Jordan. They are interested in
exploring possible reasons Jordan could be gaining weight and talking about healthy eating,
exercise, sleep and hygiene issues. Jordan's parents scheduled the appointment, but they may
or may not be present during the visit.

Due to social distancing measures now in place with the COVID-19, Jordan’s doctor’s office has
been limiting in-person meetings with patients. To facilitate this, while also allowing all team
members to remain involved in Jordan’s care, one provider from Jordan’s team is meeting with
Jordan and videotaping the discussion to share with the remaining team members to review.
After viewing the videos from Jordan, and to comply with local social distancing efforts, the
healthcare team members huddle as an interprofessional, telehealth-based group to discuss
Jordan’s health and identify next best steps to support her care.

Video 1: Gathering information from Jordan

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Video 2: Providing information to Jordan https://youtu.be/ITLs0shJFLA
You will now participate as a team member in a virtual team huddle (using the virtual tool of your
choice) to review the discussion around Jordan’s health and wellness. Based on available
professions, each group might have a slightly different composition in terms of participating
health professions. Nonetheless, your interprofessional team should assess her situation.
Watch the interaction with Jordan and using her and her mom’s perspective, the
interprofessional team’s perspective, as well as considerations from each profession
represented on your team. You will work with your team (and facilitator, if possible) to schedule
a date and time to meet synchronously using Zoom.

Complete information related to Jordan’s health and wellness, and other relevant considerations
are available on the Canvas site.

Virtual Team Debrief

Record your Team Huddle meeting. Following the meeting, make the recording available for
your facilitator via the Canvas discussion board. A team member should take meeting notes and
upload them to Canvas. After you complete your virtual team huddle, your team should
synchronously work together to complete the Anchor 3 Team Huddle Document to allow your
team to engage in reflective practice around your learning experience.

During your team debrief (i.e. the discussion that your team will participate in AFTER completing
your virtual team huddle), each student team will discuss questions and considerations related
to the Interprofessional Education Collaborative (IPEC) Competency Domains of
Interprofessional Communication and Values/Ethics for Interprofessional Practice (IPEC
Competencies). Following the discussion of these Domains, your team will generate reflective
responses based on your conversations.

 Teams DO NOT need to respond to each question listed under each Domain, but should
provide a more general, reflective response of how you worked together to consider
and/or accomplish these aspects of interprofessional collaborative practice.
 Word limits for each reflective response are listed below.
 After the team has summarized and discussed the guiding questions, determined key
points related to each competency, and provided a written response to each overall
section, you will submit one completed Anchor 3 Team Huddle Document to the
Canvas site. Be sure to include all team member names and their professional program
in the provided table.

Anchor 3 Team Huddle Document (Debriefing Questions)

1. Initial Perceptions – WHAT?

 How did your team feel after watching the discussion with Jordan?
 What were initial thoughts, perspectives, or comments conveyed by team members?

Reflective team response for Initial Perceptions (100 – 150 words):

2. Interprofessional Communication
 What methods were used to collect information from Jordan?

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 o Were these methods adapted in any way to accommodate Jordan’s intellectual
disabilities?
o If so, what accommodations were made? If not, how could communication have been
adjusted to best get information from Jordan?
 What communication methods were used help make Jordan feel comfortable during the
discussion?
 What strategies were used to engage both Jordan and her mother? Highlight any differences
you noticed when the provider was communicating with Jordan versus her mother.
 How did your team adapt or adjust to the use of telehealth as the means for communicating
with each other about Jordan’s care?
o What communication tools, techniques, or strategies did your team use to work with
each other?
o How was your communication similar or different than what you would have done if
interacting in-person?
o What aspects of your discussion and/or care plan for Jordan were hindered due to using
telehealth for your discussion?

Reflective team response for Interprofessional Communication (200-300 words):

3. Values/Ethics for Interprofessional Practice 

 In an effort to consider what was best for Jordan, all team members did not have the ability to
interact with her in person. Now that you have seen her video and met as a healthcare team,
how can you best demonstrate your role in the team to Jordan and make sure she knows that
she has a valued role on this team?
 What strategies did your team discuss to ensure Jordan and her grandmother were treated fairly
during this discussion?
 What strategies did your team use to make sure all recommendations for Jordan were
appropriate given her knowledge, attitudes, and abilities?
 What was the most difficult part of developing recommendations for Jordan? How did you
overcome any dilemmas your team may have encountered?
 Did any of your group members have experience with patients with intellectual disabilities
and/or helping with the Special Olympics? If so, how did this experience help the team?

Reflective team response for Values/Ethics for Interprofessional Practice (200-300 words):

4. Overall Learning Experience  – Wrap up Questions and/or Thoughts

 How do you see telehealth being a part of your future practice as a professional? What part(s) of
this activity will you use for the next time you might be asked to connect with a patient and/or
colleague via telecommunication?
 Take a moment to think back about Jordan and your team huddle. What moment(s) or
interaction(s) was the most significant for you as a learner (each learner should identify at least
one)?  

Reflective team response for Overall Learning Experience (100-200 words).

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 Faculty Facilitator Responsibilities

Interaction with Your Teams

In the FA20 Anchor 3, faculty facilitators will have opportunities to be engaged with their teams
and assess their teamwork both asynchronously and synchronously.
Synchronous interaction: Your teams should include you in the communications when
scheduling their Team Huddle meeting and work with you to arrange, if possible, a time for the
Team Huddle when you would be able to attend for all or part of the meeting. Although not
required, doing so offers you the best opportunity to OBSERVE and ASSESS your team’s
collaboration and teamwork, and enables you to assess their interactions in real time.

Asynchronous interaction: You can follow your teams’ discussions via their Canvas
Discussion Board, Additionally, through Anchor 3 required team activities, you will have the
ability to asynchronously obtain a sense of your team(s) interactions and teamwork. Students
will be recording their Team Huddle meeting and making the Zoom recording available for you
to view at your convenience should you desire to do so. Likewise, for your review, teams are
expected to post to Canvas the notes of their Team Huddle meeting. Each team is also required
to also upload one (1) completed Team Huddle Document with their synthesized reflective
responses.

You are required to review and assess the responses on the Anchor 3 Team Huddle
Document submitted by each of your teams. You can also provide written and /or oral
(recorded) feedback via Canvas Speed Grader on the Team Huddle Document as well as on
your teams’ interactions, teamwork, and other uploaded Anchor materials. It is strongly
recommended that you provide your teams constructive critique and encouraging comments on
their collaborative efforts in this simulation experience.

Faculty Evaluation and Assessment of Teamwork

After your teams have uploaded their Anchor 3 Team Huddle Document, read their responses,
and evaluate the IPEC Domains on which the students were asked to reflect using the three-
point scale listed below (Questions 2 and 3 listed above). Although you do NOT have to
evaluate the Initial Thoughts and Overall Learning Experience sections (Questions 1 and 4,
respectively) using the scale, we strongly recommend that you provide comments for these
sections. Be sure to provide comments to support your assessment and your constructive
critique. Your comments and assessment will be returned to the students. A description for
considering reflection-based responses is also included to help provide guidance on assessing
these responses.

Assessing Reflections1

Reflection gives meaning to experience; it turns experience into practice, links past and present
experiences, and prepares the individual for future practice. It helps people to identify their own
strengths (so as to capitalize on these), weaknesses (so as to improve), or passions (so as to
sustain themselves). It is the process of critically reviewing the quality of one’s performance (or
group performance) in an activity. Reflection can also serve as a tool for learning from
observation, when a student places themselves in the shoes of the person or team he or she is

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observing and asks, “Why did he/she/they do that?” or “How would I/we do this the same or
differently?”

Reflection in and on practice is a critical competence for health professionals that require
ongoing attention as new information, skills, and experience are acquired. To improve students’
reflective abilities, they should be sure to consider the required skills for participating in an
experience and the reason(s) for engaging in the practice. For this activity, they should consider
the learning objectives, concepts related to effective teamwork and communication taught in
their curriculum, and participation in previous IPE Anchors and clinical practice experience as a
basis for things to consider when preparing to reflect on this activity. Prompts that can help
when generating a guiding reflection:
 Describe their experience/action
 Evaluate their actions (or the actions of others) against agreed-upon standards
 Compare their choices (or the choices of those they are observing and/or working with)
to alternatives approaches
 Identify the motivations, values, or assumptions that drove their own action or the action
of others
 Place their choices in context of some larger theory or pattern
 Conceive how your judgment in the future might be affected by this experience and
reflection

If it is the skill of reflection that is the outcome being targeted, the assessment should focus on
that skill, rather than the conclusions drawn from its application.

Assessment Scale1
Undeveloped (1 point) Developing (2 points) Skilled (3 points)
Minimal reflection – No Reflection – Making Critical reflection – Critical
personal/group reflection or connection between the evaluation (questioning,
limited to description of students’/group’s personal examining more closely)
general opinions and assumptions, habits, or students’/group’s personal
behaviors without reflection values and the opinions or assumptions, habits, or
on underlying assumptions, behaviors upon which the values and their connection
habits, or values driving student/group is reflecting to the opinions or behaviors
those opinions or behaviors upon which the student/group
is reflecting in light of other
perspectives
Reference:
1. Fines BG. Assessing Reflection. https://www.smu.edu/-/media/Site/Law/faculty/teaching-resources/Student-
Reflection-Rubric.pdf. Accessed March 19, 2020.

Completing Your Assessment

To access the completed Anchor 3 Team Huddle Document submitted by your teams, log into
Canvas. Click on Assignments - Speed Grader – in Canvas to view and read the Document
responses. If the team has properly and completely completed and submitted the Team Huddle
Document, in the “Assessment” dropdown box, choose “Complete”. After reading the reflective
responses submitted by each student team, enter your comments in the “Assignment
Comments” text box and click the enter button to post your comments.

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After providing comments on the Team Huddle Document, please complete your final scoring
foreach team’s effort by clicking here or using the following Qualtrics link:

https://iu.co1.qualtrics.com/jfe/form/SV_9nQeko2e8IeoxfL

On this link, you will be asked to provide the following information:

- Student names and program
- Assessment score (based on the Assessment Scale above) for Debrief Questions 2-3
- Your name and program

Connecting with the IU IPE Center - Virtual Office Hours for Faculty

In the event of questions, the IU IPE Center team will be offering Virtual Office hours for faculty.
These will be held on Tuesday, October 27th from 12:00-1:00pm ET, and Wednesday,
November 4th from 4:00-5:00pm ET.

Faculty with questions are welcome to join via this link: https://iu.zoom.us/j/85333015800?
pwd=d3g4S2hoaFB1WW5jMjNMaHFyVzZNQT09.

You are not required to join, and you would only need to join for the necessary time to get
questions answered or provide clarification. This is the preferred method of communication for
quick questions or directions to assist faculty facilitators in fulfilling their role in this Anchor.

Faculty can also contact Dr. Laura Romito, IU IPE Center Asst. Dean for Faculty Development
and Engagement at lromitoc@iu.edu.

Additional Information and Resources

Links to Short Instructional Videos
Creating an IU Guest Account
 
Anchor Event Registration
 

For detailed step-by-step instructions on completing Canvas facilitator tasks, see below. Also
included at the end of this Guide is a copy of the Team Huddle Document teams will complete.

Step-By-Step Canvas Instructions

1. Log into your Anchor 3 Canvas page.

2. From the menu on the left of the page, written in red font, click on “Grades”.
3. Once you are viewing the “Grades” page, adjusting your filters will be helpful when
searching for your assigned team.  To do so: 
a. Click “View” from the upper menu, then hover over “Filters”, then click “Student
Groups”.

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 b. Now, you should see a drop-down box to the upper right that reads “All Student
Groups” – this is the drop-down menu where you will choose your assigned team
in order to view their assignment.
4. Click on the “All Student Groups” drop-down box, then choose your first assigned team. 
(Ex. “Indianapolis 103”)
a. You should now see the names of your first team’s members.  Under the column
“Team Huddle Document”, at least one of the team members should have
uploaded this document on behalf of the entire team.
5. Click your mouse in the white area of the Team Huddle Document column box that
contains the document icon.  After you click the white of the box, an arrow that points
down and an arrow that points right will appear.
a. The arrow that points down will be where you can mark each student “Complete”
(green check mark) or “Incomplete” (black X).  After reviewing the team’s
document and leaving feedback, you will return to this arrow for each of the team
members to mark them accordingly.
b. The arrow that points right will open a simple dashboard for that student.  The
student dashboard is a second place where you can mark the student complete
or incomplete, but most importantly, this is where you can access the “Speed
Grader”.
6. Please click the arrow that points right, a small student dashboard will appear on the
right, use your mouse to right-click “Speed Grader”.  Then, click “Open link in a new tab”
– this will allow you to keep the browser open that is viewing the team, while adding a
new browser to view the team’s document. 
7. Once the “Team Huddle Document” opens (this may take a minute to load), take your
time reviewing the document and ensuring it is complete.
8. After reviewing the “Team Huddle Document”, give your feedback in the comment box to
the right, then click “Submit” once complete.  Alternatively, if you prefer to leave a verbal
comment, click the center icon below the “Assignment Comment” box and record your
remarks, then click “Submit”. You can now close the document and return to your
browser with you team listing on the “Grades” page.
9. Please mark each of the team members “Complete” or “Incomplete” by using the down
arrow under the “Team Huddle Document”.  A green check mark represents “Complete”,
and the black X represents “Incomplete”.
10. If any team members listed above in your assigned teams did not participate, please
email ipectr@iu.edu with the learner’s name and team assignment.
11. If you are assigned to facilitate multiple teams, please move on to your next team – start
with step #4.  If you have completed your facilitation for your assigned teams, please
email ipectr@iu.edu noting that your assignment is complete.

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 Team Huddle Document
Applying Interprofessional Collaboration (TEACH! Anchor 3)
Fall 2020

Learning Objectives
1. Recognize the strengths that individuals bring to teams, which may be regardless of discipline
and formal role
2. Consider how similarities and differences across professions influence caregivers’ understanding
of health and healthcare priorities
3. Describe health and healthcare as inclusive of individuals, populations, and communities.
4. Explain how all members of the healthcare team share accountability to improve outcomes
relevant to prevention ad healthcare
5. Demonstrate effective methods of collaborating with team members to clarify each person’s
responsibilities
6. Discuss the importance of teamwork in person-centered and community focused care
7. Demonstrate active listening, while encouraging ideas and opinions of others
8. Identify ways I which to improve team performance

Case Information
Jordan is a 22-year-old patient with a diagnosis of Intellectual Disability (ID) who lives at home with her
parents. Jordan and her family live on a farm in Spencer, Indiana, in rural Owen County. Since Jordan is
22, she is in the process of transitioning her medical care from pediatrics to an adult primary care health
center. Jordan and her parents recently noticed that Jordan's clothes are tighter fitting than usual. They
noticed a recent weight gain of about 20 pounds (without growth in height). Due to this, Jordan had
been scheduled to see a team of providers at a local clinic to discuss considerations related to Jordan’s
health and wellness.

Jordan attended South Spencer High School and exited this past spring with her Certificate of
Completion*. When she was in school, Jordan attended classes for the entire school day, meaning her
meals for breakfast and lunch were prepared by the school and she participated in physical education
activities each of the last six semesters. Now that Jordan has graduated, she relies on her parents to
prepare meals for breakfast, lunch, and dinner.

Outside of school, Jordan has been involved in Special Olympics Indiana for the past three years,
competing in basketball. Just like every other group sport, all Special Olympics' teams have a training
season leading up to their tournaments. Jordan's team practices together throughout December,
January, and February. Then, the team competes in tournaments throughout March each year. Jordan
has loved Special Olympics so much that she is considering enrolling in the Athlete Leadership Program
(ALPS), which is a program designed to train and support athletes looking to hold leadership roles within
Special Olympics.

The team at the primary care health center has been called together to discuss with Jordan and her
family steps they can take to maintain a healthy lifestyle for Jordan. They are interested in exploring
possible reasons Jordan could be gaining weight and talking about healthy eating, exercise, sleep and

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hygiene issues. Jordan's parents scheduled the appointment, but they may or may not be present during
the visit.

Due to social distancing measures now in place with the COVID-19, Jordan’s doctor’s office has limiting
in-person meetings with patients. To facilitate this, while also allowing all team members to remain
involved in Jordan’s care, one provider from Jordan’s team is meeting with Jordan and videotaping the
discussion to share with the remaining team members to review. After viewing the video from Jordan,
and to comply with local social distancing efforts, the healthcare team members huddle as an
interprofessional, telehealth-based group to discuss Jordan’s health and identify next best steps to
support her care.

In the team huddle, each group of students will discuss questions and considerations related to the
Interprofessional Education Collaborative (IPEC) Competency Domains of Interprofessional
Communication and Values/Ethics for Interprofessional Practice. Teams DO NOT need to respond to
each question listed under these domains but should provide a general response of how they worked
together to consider and/or accomplish these aspects of interprofessional team care. Word limits for
each of these sections are listed below. After the team has summarized and discussed the guiding
questions, determined key points related to each competency, and provided a written response to the
necessary questions below, they should submit one document per team to the Canvas site

*Certificate of Completion: Students with learning differences and difficulties in demonstrating success in
traditional educational programming are eligible for evaluation for special education services. Students
who qualify have an individualized education plan (IEP) with programming to meet their needs. Students
with IEPs may complete their schooling between ages 18-22. If they fulfill the education credit
requirement, they receive a diploma. If they have not accrued the required credits, they may exit with a
certificate of completion.

Be sure to include all team member names and their professional program in the table below.

Team Members (List only those present in the virtual huddle)

Name Program

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Developing Team Reflections1

Reflection gives meaning to experience; it turns experience into practice, links past and present
experiences, and prepares the individual for future practice. It helps people to identify their own
strengths (so as to capitalize on these), weaknesses (so as to improve), or passions (so as to sustain
themselves). It is the process of critically reviewing the quality of one’s performance (or group
performance) in an activity. Reflection can also serve as a tool for learning from observation, when a
student places themselves in the shoes of the person or team he or she is observing and asks, “Why did
he/she/they do that?” or “How would I/we do this the same or differently?”

Reflection in and on practice is a critical competence for health professionals that require ongoing
attention as new information, skills, and experience are acquired. To improve your reflective abilities,
be sure to consider the required skills for participating in an experience and the reason(s) for engaging in
the practice. For this activity, you can consider the learning objectives, concepts related to effective
teamwork and communication taught in your curriculum, and participation in previous IPE Anchors and
clinical practice experience as a basis for things to consider when preparing to reflect on this activity.
Prompts that can help when generating a guiding reflection:
 Describe your experience/action
 Evaluate your actions (or the actions of others) against agreed-upon standards
 Compare your choices (or the choices of those they are observing and/or working with) to
alternatives approaches
 Identify the motivations, values, or assumptions that drove your own action, the team’s action,
or the action of others
 Place your choices in context of some larger theory or pattern
 Conceive how your judgment in the future might be affected by this experience and reflection

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 Questions
1. Initial Perceptions – WHAT?
 How did your team feel after watching the discussion with Jordan?
 What were initial thoughts, perspectives, or comments conveyed by team members?

Team response for Initial Perceptions (100 – 150 words):

2. Interprofessional Communication
 What methods were used to collect information from Jordan?

o Were these methods adapted in any way to accommodate Jordan’s intellectual

disabilities?

o If so, what accommodations were made? If not, how could communication have been
adjusted to best get information from Jordan?

 What communication methods were used help make Jordan feel comfortable during the
discussion?

 What strategies were used to engage both Jordan and her mother? Highlight any differences
you noticed when the provider was communicating with Jordan versus her mother.

 How did your team adapt or adjust to the use of telehealth as the means for communicating
with each other about Jordan’s care?

o What communication tools, techniques, or strategies did your team use to work with
each other?

o How was your communication similar or different than what you would have done if
interacting in-person?

o What aspects of your discussion and/or care plan for Jordan were hindered due to using
telehealth for your discussion?

Team response for Interprofessional Communication (200-300 words):

3. Values/Ethics for Interprofessional Practice 

 In an effort to consider what was best for Jordan, all team members did not have the ability to
interact with her in person. Now that you have seen her video and met as a healthcare team,
how can you best demonstrate your role in the team to Jordan and make sure she knows that
she has a valued role on this team?

 What strategies did your team discuss to ensure Jordan and her grandmother were treated fairly
during this discussion?

 What strategies did your team use to make sure all recommendations for Jordan were
appropriate given her knowledge, attitudes, and abilities?

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  What was the most difficult part of developing recommendations for Jordan? How did you
overcome any dilemmas your team may have encountered?

 Did any of your group members have experience with patients with intellectual disabilities
and/or helping with the Special Olympics? If so, how did this experience help the team?

Team response for Values/Ethics for Interprofessional Practice (200-300 words):

4. Overall Learning Experience  – Wrap up Questions and/or Thoughts

 How do you see telehealth being a part of your future practice as a professional? What part(s) of
this activity will you use for the next time you might be asked to connect with a patient and/or
colleague via telecommunication?

 What information or consideration(s) related to Jordan’s case stood out as the most important
or impactful to each profession, and why?

 Take a moment to think back about Jordan and your team huddle. What moment(s) or
interaction(s) was the most significant for you as a learner (each learner should identify at least
one)?  

 Briefly describe at least two actionable items your team came up with as next best steps to
support Jordan. Be sure to include a plan for how these would be communicated to her and her
family (i.e. sent via email, connecting via videoconference, discussing on the phone, etc.). Pay
particular attention to any adjustments that might need to be made to your communication due
to Jordan’s intellectual disabilities.

Team response for Overall Learning Experience (100-200 words):

Team response for Actionable Items for Jordan:

1.
2.

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10.20.2020