Faculty Guide 

Integrating Interprofessional Collaboration (TEACH! Anchor 4)

Spring 2021

Thank you for your help with the evaluation of learners participating in TEACH! Anchor 4.
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. Use effective communication tools and techniques to facilitate improved team function.
2. Engage other professionals appropriate to the specific practice situation to participate in
shared patient-, client-, community-, and population-focused problem solving.
3. Communicate information with patients, families, community members, and health team
members in a manner that is understandable, avoiding discipline-specific terminology
when possible.
4. Reflect on how learning is applicable to future practice.

INFORMATION GIVEN TO STUDENTS

Student Expectations

To receive full credit for this module, students must complete each of the following components:

1. Complete Canvas Pre-work: review key points of Anchors 1-3 and Anchor 4 Pre-work
2. Review Mr. Doe’s history and his watch the video of his current health situation during
the pandemic.
3. Using Canvas Discussion Board, introduce yourself to your team members, organize
your teamwork and schedule to meet synchronously in a Zoom Team Huddle to
discuss Mr. Doe’s concerns.
4. Record your Zoom Team Huddle meeting
5. Complete and upload your virtual Team Huddle Notes to Canvas
6. Complete your Team Huddle Document (one per team) and upload to Canvas for
evaluation and comment from your facilitator
7. Prepare and upload your Team Summary Video (one per team) communicating your
plan to Mr. Doe and upload to Canvas
8. Complete Post-Anchor Evaluations

For the programs participating in the first offering of Anchor 4, the Canvas course will open on
March 22, 2021 at 12:01 am EDT and close on April 2, 2021 at 11:59 pm EDT. For the
programs who chose to participate in the second session, it will open on April 12, 2021 at 12:01
am and close on April 21, 2021 at 11:59 pm EDT. 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
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 coursework. Each team will be
assigned a faculty facilitator to evaluate and provide feedback on your team function and

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assignments. If you are missing any of the above activities, you will be reported to your
instructor as Incomplete.

Connecting with the IU IPE Center - Virtual Office Hours for Student Questions
In the event of questions, the IU IPE Center team will be offering Virtual Office hours for
students. These will be held on as follows:

For those in the March 22- April 2, 2021 Event:

03/25/2021 1-3pm EDT
03/30/2021 9-11am EDT
04/01/2021 1-3pm EDT

For those in the April 12- April 21, 2021 Event:

04/13/2021 9-11am EDT
04/15/2021 1-3pm EDT

Students are not required to join these sessions, nor attend the entire time. They 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 clarifications or directions to help student teams
stay on track.

In addition, the Anchor 4 Module contains a link to the Canvas Resources Module which
provides quick tutorials on how to navigate Canvas. A Frequently Asked Questions (FAQ)
document is also provided to students which provides specific guidance on completing Anchor
activities.

Engaging With Faculty Facilitators

Data from prior Anchors clearly indicates the preference of students and faculty is to connect as
much as possible to get the best outcome from these online experiences. While you are
required to meet with your other team members synchronously for your team huddle, we
strongly encourage you to connect with your faculty facilitator as soon as possible and work 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 4
FAQ document)

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 Use the Discussion Board feature in Canvas to allow faculty to follow, and participate in,
your team discussions

Case Information and Instructions Provided to Students

Meet Mr. John Doe
During Anchor 1: Introducing Interprofessional Collaboration you met Mr. John Doe. Mr. Doe
was struggling with several health concerns and social determinants of health. You previously
worked with a team to prioritize Mr. Doe’s health challenges.

Video 1: Meet John Doe

During this experience, you also learned that Mr. Doe had been transported and admitted to the
hospital due to complications with diabetes.

Video 2: Something Happened to John Doe

Currently, we are six months after Mr. Doe has been discharged from this hospitalization. He
missed his previously scheduled follow up appointment with a primary care physician several
months ago and “never got around to rescheduling it.” Now he is experiencing some loss of
balance and deteriorating eyesight, among other challenges and is reaching out for help.

Community Context. In order to appropriately address a patient/client’s needs, you must

understand the community context in which he or she lives. These social determinants of health
directly impact a patient/client’s experience of health and health care. Take a moment to
familiarize yourself with where Mr. Doe lives and the resources available to him in his
neighborhood.

Mr. Doe’s current health issues have made it more difficult for him to leave his home. He still
has numerous medical conditions and socioeconomic considerations that affect his daily life;
further, he has concerns about how to navigate these given his balance issues, risk of falling,
and difficulty with transportation to/from his doctor’s office. Mr. Doe does acknowledge that he
needs help from his doctor and other resources to best support him in maintaining his food
security and daily living activities.
To gather additional information about COVID-19 and current guidelines, your team member in
the role of Resource Gatherer should search for resources to share with your team members on
your group page. Here are a couple of resources to get you started: 

 World Health Organization (Links to an external site.)

 Centers for Disease Control and Prevention (Links to an external site.)
 Local Guidelines (Links to an external site.)

Recognizing the needs of the community and the difficulty many patients in this area have
coming to the doctor’s office, Mr. Doe’s doctor has started a new Virtual Community
Outreach program. They have mailed flyers to all of their patients and updated their website with
more information about this program. In short, this program allows Concord Neighborhood
residents to send in short videos describing non-emergent considerations related to their current

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health, any concerns or issues, and to identify areas of need or assistance. These videos allow
office staff to better understand the initial needs of their patients and begin to develop a process
for providing support and determining next best steps for engaging with their patients.
Video 3: John Doe in the COVID-19 Pandemic

After viewing the video from Mr. Doe, to comply with social distancing, the healthcare team
members must huddle as a telehealth-based group to discuss each patient/client and identify
next best steps to support their care. You will now participate as a team member in a virtual
team huddle to discuss Mr. Doe’s concerns. Based on available professions, each group might
have a slightly different composition in terms of participating health professions. Nonetheless,
your interprofessional team should assess Mr. Doe’s situation, using his perspective, the
interprofessional team’s perspective, as well as through the lens of each profession represented
on your team. You will work with your team to schedule a date and time to meet synchronously
using Zoom. Have one person in your team record your Zoom session.

Team Goals

 Discuss team members concerns for Mr. Doe, prioritizing the health challenges identified
by him and your team.
 Identify health assets -- What kind of resources or tools does Mr. Doe have available to
help address his health needs considering any COVID-19 regulations or restrictions?
Consider things available to him at home, in his community, and via distancing
connection (i.e. someone he might be able to connect with via videoconference, etc.).
 Take first steps to address Mr. Doe’s primary health needs. Please note: it
is not acceptable to only make a series of referrals as your primary action. Make
sure you consider any COVID-19 regulations or restrictions.
 Develop an actionable “next steps” plan that builds upon Mr. Doe’s assets, uses relevant
community resources, and integrates care to support health improvement during the
current pandemic.  
Note: The focus of your virtual team huddle is to prioritize the things he needs and to
address those that your team has the knowledge, skills, and resources to support Mr.
Doe’s health improvement. While a short list of potential referrals is appropriate as one
actionable step to recommend to Mr. Doe in the future, it is not the focus of your team today.
What are actionable next steps (or S.M.A.R.T. goals) your team can help Mr. Doe with right
now.
Your team notetaker should upload the notes from your virtual team huddle here.

Virtual Team Debrief

After you complete your virtual team huddle, your team should synchronously work together to
complete the 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 group of students will discuss questions and considerations
related to the different Interprofessional Education Collaborative (IPEC) Competency Domains
(IPEC Competencies). Following the discussion of each Domain, your team will generate a
reflective response based on your conversations.

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  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 below, you will submit 1 completed Team Huddle Document to the Canvas site.
Be sure to include all team member names and their professional program in the table
below

Team Huddle Document Questions

1. Initial Perceptions – WHAT?
 What did you observe in Mr. Doe’s video?
 What did you observe in your team during initial discussions of Mr. Doe’s video?
 How did your team feel after watching the video of Mr. Doe?
 What were initial thoughts, perspectives, or comments conveyed by team members?
 What are Mr. Doe’s concerns? 

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

2. Roles and Responsibilities

 What part of Mr. Doe’s video stood out most to each team member? (Be sure to consider each
profession represented in your group and the piece(s) of the case they found most immediately
relevant to them).
 Based on considerations for the question above, were there any part(s) of Mr. Doe’s case that
another profession thought of that surprised you (i.e. it made a team member say “I didn’t even
think of that” or “I never thought of it that way”)?
 What is Mr. Doe’s role in the team? Is your team in agreement about that?
 In terms of your scope of practice, how well suited was your team to work with Mr. Doe to
advance his health and health care goals? Did it make sense for each team member to be a part
of this team? Why or why not?
 What other community members and/or professions would you like to have had access to when
developing your plan for Mr. Doe? Why?

Team response for Roles and Responsibilities (200-300 words):

3. Teams and Teamwork

 Briefly describe 1-2 strengths of your team.
 Briefly describe at least three examples of things that worked well during your team huddle.  
o What were your indicators/signals that something was working well?
 Briefly describe at least two examples of things that did not work as well during your team
huddle. What were your indicators/signals that something was not working?
o If you could go back and participate in the team huddle again, what would you do
differently?

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Team response for Teams and Teamwork (200-300 words):

4. Interprofessional Communication
 How did your team adapt or adjust to the use of telehealth as the means for communicating
about Mr. Doe’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 Mr. Doe were hindered due to
using telehealth for your discussion?

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

5. Values/Ethics for Interprofessional Practice 

 Watching a video of Mr. Doe did not allow you to most effectively include him in your team
huddle discussions. Now that you have seen his video and met as a team, how can you best
show Mr. Doe his valued role on this team and integrate him into this interprofessional care?
 If you were to think about the social distancing principles described in the article by the
Washington Post (https://www.washingtonpost.com/graphics/2020/world/corona-simulator/ ),
how would these impact any recommendations you provide to Mr. Doe?
o Did you consider any of these social distancing strategies during your team huddle when
considering your plans for Mr. Doe?

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

6. Overall Learning Experience and Team Summary Video

After participating in your Team Huddle, and identifying and prioritizing concerns related to Mr. Doe,
your team will now record a summary video to reflect on how well you came together as an
interprofessional team. This video should be up to 5 minutes in length and include an opportunity to for
each team member to contribute. Your group does not need to answer the following questions in your
video, but can use them to help develop your response. Information for recording and uploading your
video can be found in the Anchor 4 FAQ document.

Since faculty and students won’t have the opportunity to connect as they would have during a face-to-
face event, this video is an important contribution from your team to provide information to your faculty
facilitator about how you came together for this event.

 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?
 Think back about Mr. Doe 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 Mr. Doe.  Be sure to include a plan for how these would be communicated to Mr. Doe
(i.e. sent via email, connecting via videoconference, discussing on the phone, etc.)

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 Faculty Facilitator Responsibilities

Interaction With Your Teams

In the SP21 Anchor 4, 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 opportunity for the greatest level of engagement with your
teams and enables you to assess their interactions in real time.

Asychronous interaction: You can participate in your teams’ discussions via their Canvas
Discussion Board, Additionally, through several Anchor 4 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
required to also upload a short (<5min.) video recording of their teams’ response to John Doe,
as well as on (1) completed Team Huddle Document with reflective responses.

You are required to review and assess the responses on the 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.

Evaluation and Assessment of Teamwork

After your teams have uploaded their Team Huddle Document, you will read their responses,
and evaluate each of the IPEC Domains on which the students were asked to reflect using the
three-point scale listed below (Questions 2-5 listed above). Although you are not assigning
quantitative value to the Initial Thoughts and Overall Learning Experience sections (Questions 1
and 6 [video], respectively) using the scale, please provide comments for these sections. Be
sure to provide comments to support your assessment and your constructive critique /
encouraging feedback provided to the student groups. 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

7
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. Providing students
opportunities for formative assessment in reflection can also help to alleviate some of these
tensions related to assignments that are directly linked to a grade.

Assessment Scale*

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
*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 Team Huddle Document submitted by your teams, log into Canvas.
Click on Assignments - Speed Grader – in Canvas to view and read the Document. If the team
has properly and completely completed and submitted the 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. Your comments will be accessible to the entire team.
Alternatively, oral comments/feedback can also be provided

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

https://iu.co1.qualtrics.com/jfe/form/SV_1zRmhpDZlumMDmB
On this link, you will be asked to provide the following information:
- Student names and program
- Assessment score (based on the Assessment Scale listed above) for Questions #2-5.
- Your name and program

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

In the event of questions, the IU IPE Center team will be offering Virtual Office hours for faculty.
These will be held as follows:

For those participating in the March 22-April 2, 2021 Event:

04/13/2021 9-11am EDT
04/15/2021 1-3pm EDT

For those participating in the April 12-April 21, 2021 Event:

04/27/2021 12-2pm EDT

04/29/2021 12-2pm EDT

Faculty with questions are welcome to join by clicking here or using this link:

https://iu.zoom.us/j/420595378

They 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 clarifications 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 ste-by-step instructions on completing the facilitator tasks in Canvas, see below. In
addition, at the end of the Faculty Guide is a copy of the Team Huddle Document that teams
will complete and upload to Canvas.

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Step-By-Step Canvas Instructions

1. Go to the Anchor 4 Canvas page by navigating your Canvas dashboard.

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”.
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
“SpeedGrader”.
6. Please click the arrow that points right, a small student dashboard will appear on the
right, use your mouse to right-click “SpeedGrader”.  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 myself or jihill@iu.edu noting that your assignment is complete.
12. The final step for your facilitation is completing the Anchor 4 facilitator evaluation. Click
here to access the Qualtrics link. 

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 Team Huddle Document 
Integrating Interprofessional Collaboration (TEACH! Anchor 4)
Spring 2021

Learning Objectives
5. Use effective communication tools and techniques to facilitate improved team function.
6. Engage other professionals appropriate to the specific practice situation to participate in shared
patient-, client-, community-, and population-focused problem solving.
7. Communicate information with patients, families, community members, and health team
members in a manner that is understandable, avoiding discipline-specific terminology when
possible.
8. Reflect on how learning is applicable to future practice.

Case Information
Mr. Doe’s current health issues have made it more difficult for him to leave his home. He still has
numerous medical conditions and socioeconomic considerations that affect his daily life; further, he has
concerns about how to navigate these given his balance issues, risk of falling, and difficulty with
transportation to/from his doctor’s office. Mr. Doe does acknowledge that he needs help from his
doctor and other resources to best support him in maintaining his food security and daily living
activities.

Recognizing the needs of the community and the difficulty many patients in this area have coming to the
doctor’s office, Mr. Doe’s doctor has started a new Virtual Community Outreach program. They have
mailed flyers to all of their patients and updated their website with more information about this
program. In short, this program allows Concord Neighborhood residents to send in short videos
describing non-emergent considerations related to their current health, any concerns or issues, and to
identify areas of need or assistance. These videos allow office staff to better understand the initial needs
of their patients and begin to develop a process for providing support and determining next best steps
for engaging with their patients.

You will now participate as a team member in a virtual group huddle to discuss Mr. Doe’s concerns.
Based on available practitioners, each group might have a slightly different composition in terms of
participating health professions. Nonetheless, your interprofessional team should assess Mr. Doe’s
situation, using his perspective, the interprofessional team’s perspective, as well as from the lens of
each profession represented in the discussion.

In the team huddle, each group of students will discuss questions and considerations related to the
different Interprofessional Education Collaborative (IPEC) Competency Domains. Teams DO NOT need to
respond to each question listed under each domain, 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.

11
Be sure to include all team member names and their professional program in the table below.

Team Members
Name Program

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?
 What did you observe in Mr. Doe’s video?
 What did you observe in your team during initial discussions of Mr. Doe’s video?
 How did your team feel after watching the video of Mr. Doe?
 What were initial thoughts, perspectives, or comments conveyed by team members?
 What are Mr. Doe’s concerns? 

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

2. Roles and Responsibilities

 What part of Mr. Doe’s video stood out most to each team member? (Be sure to consider each
profession represented in your group and the piece(s) of the case they found most immediately
relevant to them).
 Based on considerations for the question above, were there any part(s) of Mr. Doe’s case that
another profession thought of that surprised you (i.e. it made a team member say “I didn’t even
think of that” or “I never thought of it that way”)?
 What is Mr. Doe’s role in the team? Is your team in agreement about that?
 In terms of your scope of practice, how well suited was your team to work with Mr. Doe to
advance his health and health care goals? Did it make sense for each team member to be a part
of this team? Why or why not?
 What other community members and/or professions would you like to have had access to when
developing your plan for Mr. Doe? Why?

Team response for Roles and Responsibilities (200-300 words):

3. Teams and Teamwork

 Briefly describe 1-2 strengths of your team.
 Briefly describe at least three examples of things that worked well during your team huddle.  
o What were your indicators/signals that something was working well?
 Briefly describe at least two examples of things that did not work as well during your team
huddle.
o What were your indicators/signals that something was not working?
o If you could go back and participate in the team huddle again, what would you do
differently?

Team response for Teams and Teamwork (200-300 words):

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4. Interprofessional Communication
 How did your team adapt or adjust to the use of telehealth as the means for communicating
about Mr. Doe’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 Mr. Doe were hindered due to
using telehealth for your discussion?

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

5. Values/Ethics for Interprofessional Practice 

 Watching a video of Mr. Doe did not allow you to most effectively include him in your team
huddle discussions. Now that you have seen his video and met as a team, how can you best
show Mr. Doe his valued role on this team and integrate him into this interprofessional care?
 If you were to think about the social distancing principles described in the article by the
Washington Post (https://www.washingtonpost.com/graphics/2020/world/corona-simulator/ ),
how would these impact any recommendations you provide to Mr. Doe?
o Did you consider any of these social distancing strategies during your team huddle when
considering your plans for Mr. Doe?

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

6. Overall Learning Experience and Team Summary Video

After participating in your Team Huddle, and identifying and prioritizing concerns related to Mr. Doe,
your team will now record a summary video to reflect on how well you came together as an
interprofessional team. This video should be up to 5 minutes in length and include an opportunity to for
each team member to contribute. Your group does not need to answer the following questions in your
video, but can use them to help develop your response. Information for recording and uploading your
video can be found in the Anchor 4 FAQ document.

Since faculty and students won’t have the opportunity to connect as they would have during a face-to-
face event, this video is an important contribution from your team to provide information to your faculty
facilitator about how you came together for this event.

 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 Mr. Doe 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 Mr. Doe.  Be sure to include a plan for how these would be communicated to Mr. Doe
(i.e. sent via email, connecting via videoconference, discussing on the phone, etc.)

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