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IDIS 280 Interprofessional Approaches in Healthcare

IDIS 280 Interprofessional Approaches in Healthcare

 Winter 2020
 Year 2 Optional Course
 8-9 hours/week
 3 units
Available
Online Course
Instructors

This course aims to prepare learners with the knowledge and capabilities for working within complex interprofessional environments as common in the healthcare sector. These capabilities are referred to as ‘interprofessional competencies’, as developed by healthcare experts and leaders in Canada, and described in The National Interprofessional Competency Framework. The six competencies are: patient/client/family/community-centred care, interprofessional communication, role clarification, team functioning, interprofessional conflict resolution and collaborative leadership. These competencies can be mapped to CanMEDS roles and comparable health discipline competencies. The course is designed as a series of modules, introducing the basics of collaborative practice in healthcare and the six interprofessional competencies, culminating in the application of knowledge to authentic patient scenarios and effective collaborative teamwork.


Minimum 2nd year (Level 2) standing or permission of the instructor.

Online format with materials, communication, and assignment submission all via Daylight (onQ).

After completing IDIS 280, students will be able to:

  1. Define collaborative practice and explain the importance of collaborative client-centred practices from the perspectives of safe, quality, and effective care.
  2. Describe   and   define   the   six   Canadian   competencies   associated   with   effective   interprofessional collaborative  practice  in  order  to  recognize  and  apply  them  in  team-based  interactions.
  3. Describe  the  basic  components  of effective  teams  and  stages  of  team  development  to  contribute  to effective team development.
  4. Explain the  relevance  of  good  communication  skills,  competent  conflict  strategies,  and of creating  and supporting  a  culture  of compassion  in  productive  teamwork  for  successful  client  interactions  and outcomes. Apply these in team-based learning situations.
  5. Identify your personal areas of strength and limitations, based on self-reflection and peer-feedback with a view to developing plans for future professional development.

The assessments that correspond with the program competencies are indicated below:

  1. Communicator (Assessment 1–7)
  2. Advocate (N/A)
  3. Leader (Assessment 1, 5)
  4. Scholar (Assessment 4, 6)
  5. Professional (Assessment 2, 4)
  6. Collaborator (Assessment 1–2, 5–6)

Assignments 2-7, 9 will be graded using marking rubrics. There is no final exam for this course.

Assessment 1 – Pre- and Post-Course Questionnaire (5%)

At the beginning and end of the course, students will complete a self-assessment questionnaire to analyze their skills in collaboration and group work. The questionnaire completed at the end of the semester will also include a component of peer evaluation regarding the teamwork they have conducted with others throughout the course.

Assessment 2 – Modules 1-5 and Culminating Professional Reflections (15%)

Each module of the course will have an associated set of guiding questions to aid the student in conducting a professional self-reflection which will incorporate module content and personal experience. At the end of the semester, students will complete a professional reflection analyzing their skills development throughout the course and how they hope to apply these skills in the future.

Assessment 3 - Team Development Activities (10%)

Students will actively engage with peers in experiential team development activities throughout the semester in order to develop and apply team skills explored in the course. Students will be evaluated according to the overall quality and timeliness of their contributions.

Assessment 4 – Our Team Group Assignment (10%)

Students will be placed in small virtual teams for the duration of the course for experiential team learning and team assignments. At the beginning of the course, each team will establish a team name, mission statement, and team contract outlining ground rules and team values/culture. This assignment will culminate in a short PowerPoint presentation and process report. Students will have the opportunity to improve upon their team contract/ground rules at a later point in the semester.

Assessment 5 – Identifying and Exploring Stereotypes in Healthcare (10%)

Students will explore their preconceived notions about healthcare professions in this team assignment. After compiling a list of their initial impressions for a set of healthcare professions, students will select one profession for more in-depth research. They will bring their research back to their team in order to create a summary report of findings as compared to their initial impressions.

Assessment 6 - Interview with a Healthcare Professional (30%)

Students will select a healthcare profession of their choice and work towards preparing a semi-structured interview for the interview with a professional in this field. After conducting the interview with the chosen professional using the approved interview questionnaire, students will summarize to their peers, how their interview related to the knowledge learned throughout the course, the value they gained from the experience, and their new learning.

Assessment 7 – Collaborative Team Analysis of a Privileged Presence Story (10%)

From one article from the course text (Privileged Presence) each team will divide into roles to analyze the story from the perspectives of the different characters within the story (e.g. perspectives could include those of patient/client, diverse healthcare professionals, and family members). Review prompts will be provided by the instructors to promote group discussion about the advantages/challenges of collaborative teamwork, including interprofessional competencies, culminating in a group analysis of these dynamics.

Assessment 8 – “What About Ben?” Discussion Board (5%)

Using concepts explored in module content, students will identify conflict factors within a video scenario of an interprofessional healthcare setting and explain how these influence the competent conflict strategies employed and their impact on the scenario outcome. Students will complete this assignment through a discussion board format with their peers.

Assessment 9 - Module 1-5 Quiz (5%)

Students will complete a multiple choice quiz to demonstrate their understanding of the content of the first five modules of the course.

Students can expect to spend approximately 8 hours a week in study/practice and online activity for IDIS 280.

  • IDIS 280 course notes via modules posted online.
  • Textbook: Privileged Presence, 2nd Edition, Personal Stories of Connections in Health Care (Liz Crocker & Bev Johnson, Bull Publishing, 2014)
  • Relevant primary literature and review articles pertaining to specific modules will be provided by the instructors.