INTERPROFESSIONAL EDUCATION & PRACTICE
| BSMT4-C |
Module 1 - Lesson 1: Interprofessional Education and
Interprofessional Collaborative Practice
IMPROPER MEDICAL PRACTICES
1. Snake Oil--Salesmen and Doctors
● SOURCED FROM CHINESE IMMIGRANTS WHO WORKED
ON THE TRANSCONTINENTAL RAILWAY IN THE US
● Snake oil was used to reduce inflammation and treat arthritis
and was rubbed on workers joints
● Was fraudulent when certain unscrupulous doctors cut
snakes and used their blood as snake oil
2. COCAINE - THE WONDER DRUG
● In the 1880s, Erythroxylon coca the active ingredient of coca
leaf was isolated. It later became known as cocaine
● Cocaine was used as a solution to be put on the patient's
eye making it immobile and desensitized to pain (anesthesia)
and was later used in a lot of eye and sinus surgeries
● Marketed as a treatment for toothaches, depression,
sinusitis, lethargy, alcoholism, and impotence, cocaine was
soon being sold as a tonic, lozenge, powder and even used
in cigarettes
● Popular home remedies, such as Allen's Cocaine Tablets,
could be purchased for just 50 cents a box and offered relief
for everything from hay fever, throat troubles, nervousness,
headaches, and sleeplessness. In reality, the side effects of
cocaine actually caused many of the ailments it claimed to
cure -causing lack of sleep, eating problems, depression,
and even hallucinations.
3. Vibrators--Cure Your Hysteria
● was first advertised as a cure for a catch-all, female
"disease" known as hysteria.
● Hysteria was believed to cause any number of maladies,
including anxiety, irritability, sexual desire, insomnia,
faintness, and a bloated stomach-so almost every woman
showed some symptoms.
● Dr. Joseph Mortimer Granville created a steam-powered,
"electromechanical medical instrument." Nicknamed the
"Manipulator," the device allowed women to give themselves
home massages, allowing them to cure their "wandering
wombs."
4. Fen-Phen-A Miracle Pill for Weight Loss
● Originally released into the market as two separate
drugs-the appetite suppressant Fenfluramine and the
amphetamine Phentermine-they were marketed as
short-term diet aids, but proved largely ineffective on their
own.
● In the late 1970s, however, the two products were combined
by Dr. Michael Weintraub to create what became known as
Fen-Phen. Weintraub conducted a single study with 121
patients over the course of four years.
● The patients, two-thirds of which were women, lost an
average of 30 pounds with seemingly no side effects--but
Weintraub's study didn't monitor the patients' hearts. The
new miracle drug was first introduced into the market in
1992, and people could not get enough of it.
● In April 1996, after a contentious debate, the FDA agreed to
approve the drug, pending a one-year trial. Almost
immediately, reports of grave side effects started pouring in
● The Mayo Clinic said that 24 women taking fen-phen had
developed serious heart valve abnormalities. Hundreds of
more cases were reported, and by September 1997 the FDA
had officially pulled fen-phen. In 1999, the
● American Home Products Corporation (the producers of
fen-phen) agreed to pay a $3.75 billion settlement to those
injured by taking the drug.
5. Heroin -The Cure for a Cough
● in the late 1880s, heroin was introduced as a safe and
non-addictive substitute for morphine
● Finding it to be five times more effective--and supposedly
less addictive--than morphine, they marketed towards
children suffering from sore throats, coughs, and cold. Some
bottles depicted children eagerly reaching for the medicine,
with moms giving their sick kids heroin on a spoon.
● market and production of heroin was until 1913. Eleven
years later, the FDA banned heroin altogether.
6. Lobotomies--Hacking Away Troubled Brains
● Walter Freeman developed his procedure, which became
known as a prefrontal lobotomy to alleviate mental and
emotional illness
● Early versions of Freeman's "cure" involved drilling holes in
the top of his patients' skulls, and later evolved into
hammering an ice pick-like instrument through their eye
sockets, to sever the connections between the frontal lobes
and the thalamus, which he believed to be the part of the
brain that dealt with human emotion
● Patients were often left in a vegetative state, experienced
relapses, and regressed physically and emotionally. As many
as 15 percent died.
● One of the most infamous victims was Rosemary Kennedy,
the sister of future President John F. Kennedy, who was left
incapacitated and spent the rest of her life needing full-time
care.
7. Shock Treatments--The Cure for Impotence
● Doctors introduced "galvanic baths," or bathtubs filled with
electrodes, which were supposed to restore sexual desire in
just six sessions.
● Others took an even more localized approach, where rods
with currents running through them were placed inside the
man's urethra. The treatment would last for five to eight
minutes and would be repeated once or twice a week.
● By the late 1800s ads were running for "electropathic belts"
or "electric belts" aimed at "weak men." They claimed to
help cure kidney pains, sciatic nerve issues, backaches,
headaches, and nervous exhaustion--but the underlying
message was they could cure men's sexual problems.
Healthcare Professional Education: A call for
CHANGE
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 ● 1910 - reported about the education of healthcare
professionals led by Flexner to transform the nature and
process of medical education in the US with the
establishment of the biomedical model of education as the
gold standard.
● 2010 - the educational transformation was recognized to the
doubling of the life span.
● 2011 - The reform in education was not limited to
physicians, it was spread to all areas in the healthcare
professions.
WRONG PRACTICES DURING THE EARLY 1800S TO 1900s
Healthcare systems were struggling to cope with challenges
brought on the advances in science and technology, new and
changing sources of infection, inequities of health care delivery,
and rising healthcare costs.
CHALLENGES WITH INCREASING IMPROVEMENTS
IN SCIENCE AND HEALTHCARE
○ Accelerated cost savings
○ Personal healthcare
○ Big data
○ Social media, patient power, mobile health and education
○ Dramatic, transformational integration of technologies
○ Security, privacy and monitoring
○ Hacking and open health
Interprofessional Education (IPE)
● Defined by the WHO as the type of education that occurs
when students or members of two or more professions learn
with, from, and about each other to improve collaboration
and the quality of care they can give to patients.
● Concern about both the quality of healthcare and the quality
of education programs preparing healthcare professionals in
the US were raised in series of report from the Institute of
Medicine (IOM).
● Educational programs for healthcare professions has been
discipline-specific in nature. Students preparing for the
same profession were educated exclusively with others
preparing for the same professional scope of practice, in
isolation from those preparing for other professions.
Example:
1. Future nurses were educated in "nursing programs"
2. Future physicians were educated in "physicians
programs"
3. Future Medical Technologists were educated in
"Medical Technology programs"
Interprofessional Collaborative Practice (IPCP)
● Defined as, "when multiple health workers from different doctor, bedside nurse, specialized physicians, and any other
professional backgrounds work together with patients, relevant team members. This helps to foster both
families, care givers, and communities to deliver the highest patient-centered care and interprofessional collaboration in
quality of care"
● Collaborative patients-centered care is a specific practice
orientation in which healthcare professionals work in
partnership with patients.
● Active participation of patients, their families and/or their
communities as members of the healthcare team is clearly
among the goals, valves and vision of interprofessional
collaboration.
● Approach to care must be explicitly shared by all members
of the team to avoid the traditional, more provider-centric
interpretation of IPCP in which only the professionals
collaborate to provide what they believe to be the best care
for the patient. Nevertheless, patients and nonprofessionals
can and should be conceptualized as experts by experience.
Interprofessional Education (IPE) and
Interprofessional Collaborative Practice (IPCP):
GLOBAL PERSPECTIVE
● The Institute of Medicine (IM) created the Global Forum on
Health Professions Education in 2012.
● The activities of National Academies of Science, Engineering
and Medicine brought together stakeholders from multiple
nations and profession to network, discuss and illuminate
issues and within healthcare professional education
● The forum routinely convenes organizations focused on IPE
and IPVP to accelerate national change as part of ongoing
worldwide initiatives.
● IPE has been acknowledged internationally as being an
essential component of educating healthcare professionals
for IPCP.
● Various organizations in different countries working on IPE
and IPCP such as:
■ United Kingdom
■ United States
■ Canada
Module 1 - Lesson 2: Benefits of Interprofessional
Collaboration in Healthcare and Frameworks of
Wellness and Patient Centered Care
5 Benefits of Interprofessional Collaboration
in Healthcare
1. Reduce inefficiencies and healthcare costs
Interprofessional collaboration in healthcare helps to prevent
medication errors, improve the patient experience, and deliver
better patient outcomes — all of which can reduce healthcare
costs. It also helps hospitals save money by shoring up
workflow redundancies and operational inefficiencies
2. Improve staff relationships and job satisfaction
Interprofessional collaboration levels the playing field and
acknowledges that everyone plays a vital role on the care team.
That sense of community and camaraderie can also boost staff
retention and recruitment.
3. Improve patient care and outcomes
Along with care team meetings, many hospitals now encourage
team-based, patient-centered rounds that include the primary
healthcare.
4. Reduce medical errors
Studies have shown that interprofessional collaboration in
healthcare can help to reduce preventable adverse drug
reactions, decrease mortality rates, and optimize medication
dosages
5. Start treatment faster
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Again, interprofessional collaboration bridges the gaps. So does
clinical communication technology. It keeps care team
members connected (so they can reach out to that physician
who hasn’t entered notes into the EHR) and automates alerts
(so they receive text messages when critical lab results come
in). Overall a care team collaboration platform delivers the right
information to the right people at the right time via secure
messaging, voice, or video.
○ The Institute of Medicine defines patient-centered care
as “Providing care that is respectful of, and
responsive to, individual patient preferences, needs
and values, and ensuring that patient values guide all
clinical decisions.” This approach requires a true
partnership between individuals and their healthcare
providers, one where the individual’s needs and
aspirations drive both healthcare decisions and how
outcomes are measured.

Frameworks of Wellness and Patient Centered Care OVERVIEW OF EIGHT PRINCIPLES OF

PATIENT-CENTERED CARE
○ Respect for patients' values, preferences and expressed
needs
○ Coordination and integration of care
○ Information, communication and education
○ Physical comfort
○ Emotional support and alleviation of fear and anxiety
○ Involvement of family and friends
○ Continuity and transition
○ Access to Care
.
Module 2 - Lesson 1: Basics of Professional Roles and
Public Health
● Wellness is the conscious and deliberate process of making Profession is defined as "a calling requiring specialized
choices to improve one’s health. knowledge and often long and intensive academic preparation"
● assumes that the levels of health that a person can achieve (Merriam-Webster, 2015).
are not limited by the presence 0r absence of disease.
● Wellness is a holistic approach to health, so when we are Criteria for a Profession
treating a person for physical condition, as well as other ● Education
dimensions of health, such as how their mood is being ○ standardized and takes place in institutions of
affected, the quality of their social support, their employment higher learning
and financial and understanding to the situation and more. ○ various educational requirements for
● It involves maximizing and maintaining an individual’s health healthcare professionals
potential. ● Unique Body of Knowledge
● It is a lifelong process involving day-to-day decisions and ○ specific to the professional discipline and
behaviors meant to achieve and maintain a maximum level serves as the basis for the practice of the
of functioning. profession (Birden et al., 2014)
● Service
○ a sense of calling to the discipline, a sense of
Frameworks of Wellness
mission, and a responsibility to the public
THE EIGHT DIMENSIONS OF WELLNESS:
(Chitty, 2011, p.62)
❖ Intellectual Wellness
● Autonomy
❖ Emotional Wellness
○ defined as the quality or state of being
❖ Physical Wellness
self-governing (Merriam-Webster, 2015)
❖ Social Wellness
● Code of Ethics
❖ Occupational Wellness
○ framework for decision making
❖ Financial Wellness
○ one's professional code of ethics takes
❖ Spiritual Wellness
precedence over institutional policies and
❖ Environmental Wellness
personal values (ANA, 2015)

PATIENT–CENTERED CARE
Professional Role - The expected function of a member of a
○ Patient-centered care is about treating a person receiving particular profession
healthcare with dignity and respect and involving them in
all decisions about their health. This type of care is also
Professional Standards - are a set of practices, ethics, and
called 'person-centered care'. It is an approach that is
behaviors that members of a particular professional group must
linked to a person's healthcare rights
adhere to.

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Professional standards include:
❖ Accountability
❖ Confidentiality
❖ Fiduciary duty
❖ Honesty
❖ Integrity
❖ Law-abiding
❖ Loyalty
❖ Objectivity
❖ Transparency
Scope of Practice - activities that are allowed to do as
members of a specific profession.
Interprofessional Collaborative Practice and the
relationship of scope of practice to overlapping roles
and responsibilities:
● Collaboration between healthcare providers should be
the professional norm (NCSBN, 2009, p.10).
● No single profession owns a specific skill or activity;
● No professional has enough skills or knowledge to
perform all aspects of the profession's scope of
practice. For instance, physicians' scope of practice is
"medicine" but no physician has the skill and
knowledge to perform every aspect of medical care"
(NCSBN, 2009)
Professional Identity
● One's professional self-concept based on attributes,
beliefs, values, motives and experiences (Ibarra, 1999;
Schein, 1978).
● Development of a professional identity is important in
the formation of new healthcare professionals (Gibson
et al.,2010; Johnson et al., 2012; Trede et al.,2012).
Three Phases of Professional Identity Development
(Gibson et al.,2010)
★ Identity of the students is held externally by authority
figures and experts
★ Students start to internalize the professional identity
through feedback from supervisors and other
professionals
★ The new professional is able to self-evaluate,
integrating experience with theory to merge personal
and professional identities (Gibson et al.,2010).
Self-reflection is a desired outcome of a successfully
integrated professional identity (Trede et al.,2012).
Self-Reflection as Learning Tool
A way of assessing yourself, how you work and thinking back
on what has happened; desire to learn, grow and change
something about oneself.
Skills Needed for Self-Reflection
★ Awareness
★ Description
★ Critical analysis
★ Synthesis
★ Evaluation (Bulman & Schutz, 2014)
TABLE 7.2 Strategies to Develop Self-Reflection Skills
Supervised The most common strategy you will
clinical experience to develop your
experiences self-reflection skills, as a student or a
trainee, is some kind of supervised
clinical experience. In this context, you
can reflect on your clinical practice with
guidance and feedback from your
clinical supervisor, usually an
experienced clinician. In some
healthcare professions this experience
is more formal and structured than in
others.
Collaborative In this strategy, a team of experienced
reflective healthcare professionals (ie.,
training supervisors) would observe you
engaging in some kind of intervention,
often a simulation. After the intervention
is over, the team of supervisors will
debrief the experience in front of you.
This provides you with the
opportunity to observe how experienced
healthcare professionals reflect on a
clinical situation and allows you to see
your clinical performance from their
point of view. This approach minimizes
the power differential between you and
your supervisors and gives you the
opportunity to reflect on the feedback
without being required to respond (Kim
et al. 2016).
Reflection These tend to be small groups
groups facilitated by an experienced supervisor,
in which trainees can share their
emotional reaction to their clinical
practice (Pololi et al, 2001). The
structure of these groups is similar to
the clinical group supervision that
mental health workers in training e.g.
psychology, social work, and
counseling) would have; however, the
groups tend to focus.
Structured These models tend to provide a series
reflective models of questions that will guide your
reflection. For example, Turner (2015)
described a structured reflective model
for paramedics. This model has eight
questions in a specific sequence that
lead you to identify the best solution for
a specific clinical problem.
Reflective This technique works by providing you
journaling with the opportunity to reflect on your
practice. The journaling can be
structured in many ways; for example,
the reflective journaling described by
Brathovde et al. (2013) uses Watson's
science of caring theory. In another
example, Pololi et al. (2001) asked
students to focus their journaling by
reflecting on a problem that they had in
clinical practice and their personal
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 Characteristics of Collaboration
reaction to that problem.

Creative The purpose of creative reflective

reflective writing writing is to provide you with the
opportunity to reflect on the experience
of clinical practice. Creative reflective
writing can be open or structured;
however, it tends to focus on significant
experiences with patients, colleagues,
and teachers. The writing styles used
include poetry, short stories, skits, and
critical incident essays,
among others (Shapiro et al., 2006).

Reflective Assignments are another vehicle for

assignments learning self-reflection that you may
encounter. They tend to have a narrow
focus, but the focus of these
assignments can vary widely. For
example, Josephsen (2013) discussed
two types of assignments. In one
assignment, students were asked to
reflect on "the changing role of nurses";
in another assignment, students were
asked to identify and reflect on the
assumptions that affected their clinical
practice.

Courses Several educational institutions have

focusing on developed whole courses for the
self-reflection development of self-reflective skills
and reflective (Hannah & Carpenter-Song. 2013, Pololi
practice et al. 2001)

Module 2 - Lesson 2: Roles and Responsibilities in the

Context of teamwork
INTERPROFESSIONAL COLLABORATIVE
HEALTHCARE TEAM
● Engages in cooperation, coordination, and collaboration that
is characterized by the relationships between the
professionals involved in the delivery of patient-centered
care (IPEC, 2011).
● Mutual trust and respect is essential for collaborative
partnership..

Roles and Responsibilities in the Context of

Interprofessional Team
● Differentiated Roles
○ team members have separate and distinct
responsibilities by virtue of their knowledge,
skills and abilities (MacNaughton et al., 2013).
● Interchangeable or Overlapping Roles
○ roles and responsibilities are not as clearly
designated to a specific team member
because the task is not unique to one
profession.

Barriers to Collaboration in the Healthcare Team:

● Rigid adherence
● Overlapping roles

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9/13/22, 11:41 AM Lesson 3. SBAR Communication Tool: Interprofessional Education and Practice-PVSAMONTE

Lesson 3. SBAR Communication Tool

An easy to remember situational briefing model for communication.

( I ) - INTRODUCTION - (Identify yourself)

S - SITUATION - (State the patient's status)
B - BACKGROUND - (Details or history of the patient)
A - ASSESSMENT - (Current conditions, risks and needs)
R - RECOMMENDATION - (What do you recommend, it must be clear)
Watch Video:
https://www.youtube.com/watch?v=k1M93SuBVF0 (https://www.youtube.com/watch?
v=k1M93SuBVF0)

(https://www.youtube.com/watch?v=k1M93SuBVF0)

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9/13/22, 11:41 AM Lesson 2. Types of Communication: Interprofessional Education and Practice-PVSAMONTE

Lesson 2. Types of Communication

 

Verbal Communication

vocabulary and language can affect the receiver's understanding of the message. Healthcare
professional when communicating with patients, families or even co-healthcare workers
should speak with confidence and authority. Speech that is too fast or too slow may be difficult
to understand. Also, the tone of the voice, volume and clarity may also affect the message
you want to convey to the receiver.
Nonverbal Communication
these nonverbal forms of communication has a strong effect on communication. It is important
that your nonverbal communication is congruent with your verbal communication (Halter,
2014).
Personal/Professional appearance can help develop trust and therapeutic relationship.
Every effort must be put on to create trusting relationship with the patient.
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9/13/22, 11:41 AM Lesson 2. Types of Communication: Interprofessional Education and Practice-PVSAMONTE

Body Language involves gestures, movements, physical behavior and mannerisms.

Posture and rhythm of movement are both forms of body language (Arnold & Boggs,
2016). The recommended posture for healthcare professionals when conveying a
message with patients, families or co-professionals is to slightly forward with an open body
posture indicates interest in what the other person must say (Halter, 2014).
Facial Expressions are important in signaling feelings or emotions (Arnold & Boggs, 2016).
It is important that your facial expression matches the message you intend to convey. 
Lack of facial expression can be interpreted as an indication of uncaring.
Gestures are often used to fortify verbal communication. Overuse of gestures can be
distractful and may cause listener to lose focus. 
Touch by holding patient's hand may convey caring. But this type of nonverbal
communication may be misunderstood by some patients. Some facilities especially mental
health facilities or those caring for children, have "no touch" policies (Halter, 2014).
Eye Contact this nonverbal communication can create a sense of confidence and
credibility. If the eyes wander during a conversation, it may be interpreted as a sign of
dishonesty (Arnod & Boggs, 2016). But in other cultures, direct eye contact may
considered a sign of disrespect. It is generally recommended to use direct eye contact
(without staring) during professional discussions.
Symbols are used to communicate in healthcare settings which includes line drawings,
graphic representations and photographs.
 Concrete Communication Symbols

 
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9/13/22, 11:41 AM Lesson 2. Types of Communication: Interprofessional Education and Practice-PVSAMONTE

 Less Concrete Communication Symbol

              

Active Listening Techniques

Using silence
Accepting
Restating
Reflecting
Focusing
Exploring
Seeking clarification
Verbalizing
Summarizing

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9/13/22, 11:41 AM Lesson 1. Basis of Interprofessional Communication: Interprofessional Education and Practice-PVSAMONTE

Lesson 1. Basis of Interprofessional

Communication
The essential component of Interprofessional Collaborative Practice is the interprofessional
communication, the key to team relationships and patient safety. The interprofessional
communication is the ability to communicate clearly and respectfully is essential to interprofessional
collaboration.

Recognizing the value of contributions from all team members is essential; role clarification, role
valuing, and power sharing within the interprofessional team are important for effective
communication and collaboration (Dufour et al.,2010).

The Communication Process Source

 
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9/13/22, 11:41 AM Lesson 1. Basis of Interprofessional Communication: Interprofessional Education and Practice-PVSAMONTE

Factors that affect communication

Personal factors
emotional state
mood
response to stress (Halter,2014)
age and developmental levels of the patient
physical factors
Relationship factors
social or professional factors
cultural differences
lack of respect

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 Module 4 – Lesson 1

Foundations of Teams
and Teamwork
 Team – is a group with specific tasks to accomplish
of which requires the interdependent and
collaborative efforts of its members.
The Healthcare Team Interdisciplinary Team
 A team work together with shared  Involves collaboration among team
responsibility for making decisions, members toward achieving a common
planning and delivering care. goal
 a sense of shared commitment and  Possess mutual trust and respect in
mutual accountability also which each member understands and
characterized team values the contribution and
 Characteristics of a team are: perspective of other professions.

- having clear, shared objectives  Multiple health workers from different

professional backgrounds work
- working closely and together with patients, families, care
interdependently givers and communities to deliver the
- meets regularly and review its highest quality of care which is align
effectiveness to INTERPROFESSIONAL
COLLABORATIVE PRACTICE
Healthcare Team Interdisciplinary Team
 Healthcare Team Development
 All members must be engaged and committed to the
overall success of the team in providing optimal patient
outcomes.
 Healthcare leaders and administrators must actively
cultivate as part of the organizational culture and
structure.
 Provide the employee the needed development activities
on topics such as proper communication, relationship
building, conflict resolution and interpersonal skills.
 Team members should meet often to discuss progress on
the plan of care and implement the steps to achieve
shared goals
Team Strategies and
Tools to Enhance
Performance and Patient
Safety (TeamSTEPPS)

TeamSTEPPS is a teamwork
system developed jointly by
the Department of Defense
(DoD) and the Agency for
Healthcare Research and
Quality (AHRQ) to improve
institutional collaboration
and communication relating
to patient safety.
Healthcare Team Behaviors

1. Share a common commitment to the patient.

2. Health professionals are able to self-manage

their specific responsibilities and patients and
their sensitive information.

3. Most professionals continue to improve their

knowledge and skills.

4. Healthcare professionals posses honesty and

ethical behavior.
Characteristics of Healthcare Team

1. Organizational, interpersonal and team

Interactions

2. Setting goals and meeting objectives in the

context of a team

3. Shared problem solving and decision making

4. Consensus building and motivation

5. Resource management

6. Characteristics of dysfunctional teams

Team Effectiveness
 Analyzing the Pyramid and the 5
Dysfunctional Characteristics of
1. Teams
Absence of Trust: The base of the pyramid is the absence of trust. After all, a team without trust
is not much of a team at all. If you do not trust the person next to you, you will never be open and
honest with them, which leads to No. 2.
2. Fear of Conflict: Conflict is all around us, but that is not necessarily a bad thing. When conflict
leads to debate, some pretty amazing things can happen. Unfortunately, without trust, members
of a team are afraid to be vulnerable with one another and will never enter into constructive
debate, instead opting for artificial harmony.
3. Lack of Commitment: Fear of conflict breeds uncertainty, which leads to a lack of commitment
throughout your team.
4. Avoidance of Accountability: Without commitment, there is no accountability. There is no one
to confront team members and call them out for activities detrimental to the overall team.
5. Inattention to Results: At the top of the pyramid is an inattention to results. This is the stage
where individuals stop trying to succeed as a team. It boils down to one thing – selfishness. Team
members would rather focus on personal success than team success. As Abraham Lincoln
famously said, “A house divided against itself cannot stand.” Once this tier is reached, a team
cannot function properly without first addressing these five issues
Model for
Improvement

PDSA
 Team building starts at the
base of the pyramid and seeks to
 How Team Building Can Help???
build trust among your team
members. Presented in a fun and
creative way, team building
exercises challenge your
group to step out of their comfort
zones and encourage them to
work together to solve certain
tasks. These simple exercises
help break down communication
barriers and foster trust, which
will, in turn, help drive
productivity and promote
Module 4- Lesson 2

Competencies of Teams
and Teamwork
 The core competency of Teams and
teamwork, it is important to clearly identify
characteristics of effective healthcare teams
and strategies to coordinate care, so that
gaps, redundancies and errors are avoided.

Interprofessional team-based care requires

the enactment of shared identity and
responsibility in providing services for
patients, families and communities.
 The sub-competencies of Teams
and Teamwork
1. Describe the process of team development and the
roles and practice of effective teams.
2. Develop consensus on the ethical principles to guide all
aspects of teamwork.
3. Engage health and other professionals in shared
patients-centered and population-focused problem-
solving.
4. Integrate the knowledge and experience of health and
other professions to inform health and care decisions,
while respecting patient and community values and
priorities/ preferences for care.
 The sub-competencies of Teams
and Teamwork
5. Apply leadership practice that support collaborative
practice and team effectiveness.
6. Engage self and others to constructively manage
disagreements about values, roles, goals, and actions that
arise among health and other professionals and with
patients, families and community members.
7. Share accountability with other professions, patients and
communities for outcomes relevant to prevention and
health care.
 The sub-competencies of Teams
and Teamwork
8. Reflect on individual and team performance for individual,
as well as team, performance improvement.
9. Use process improvement strategies to increase the
effectiveness of interprofessional teamwork and team-
based services, programs and policies.
10. Use available evidence to inform effective teamwork and
team-based practices.
11. Perform effectively on teams and in different team roles
in a variety of setting.
Core Competencies of Interprofessional
Collaborative Practice With Specific Sub-
competencies (IPEC)

 GeneralCore Competency of
values/ethics
Core Competencies of Interprofessional
Collaborative Practice With Specific Sub-
competencies (IPEC)

 General
Core Competency of Roles and
Responsibilities
Core Competencies of Interprofessional
Collaborative Practice With Specific Sub-
competencies (IPEC)

 GeneralCore Competency of
Interprofessional Communication
Core Competencies of Interprofessional
Collaborative Practice With Specific Sub-
competencies (IPEC)

 General
Competency of Teams and
Teamwork