IDIS 480 Advanced Interprofessional Approaches in Healthcare
This course, the second of two, presents philosophies and methodologies crucial for safe and excellent teamwork in healthcare. It aims to prepare learners with additional knowledge and advanced capabilities to work within complex interprofessional environments, common in diverse workplaces, and indispensable in the healthcare sector. These capabilities, referred to as the ‘interprofessional competencies’ in The National Interprofessional Competency Framework were introduced previously in IDIS 280. They will be expanded and applied in greater detail for the advanced learner.
In-depth knowledge and complex skill development will be examined in the following areas: theoretical and global frameworks for collaborative practice and health equity; intercultural communication; teamwork processes; communication tools for safe work in healthcare; philosophies of health, wellness and well-being; and collaborative leadership. Models for effective healthcare teams, via the utilization of knowledge and skills from all stakeholders including patient/client, family, and community partnerships, will be introduced on a community and system levels and applied in authentic scenarios. The course is designed as a series of modules that will address these advanced collaborative teamwork competencies. A significant portion of the course assessments will be application-based, leading students to apply the principles of team-based learning and collaborative practice in group situations.
Minimum 4th year (Level 4) standing and IDIS 280/3.0 or permission from the instructor.
(Note: Students with advanced qualifications, and/or experience related to collaborative interprofessional practice may be considered without IDIS 280 at the consideration and permission of the instructor.)
Online format with materials, communication, and assignment submission all via Daylight (onQ).
After completing IDIS 480, students will be able to:
- Define collaborative practice from the perspective of international frameworks and describe the importance of collaborative patient-centred practice for safe, quality, and effective care. (PLO 6, 7; Assignments 2 – 5)
- Explain intercultural communication and recognize how to apply principles of communication that respect varied cultures in the workplace. (PLO 6; Assignments 1 – 5)
- Identify teamwork communication tools used in healthcare contexts and principles for facilitating challenging communications, such as with debriefing and disclosure of adverse patient events. (PLO 6, 7; Assignments 1 – 5)
- Summarize the principles of health equity associated with the determinants of health. Apply these, in collaboration with peer learners, to teamwork case scenarios at organizational and community levels. (PLO 6, 7; Assignments 2 – 5)
- Summarize the principles of collaborative leadership and demonstrate leadership within a team environment. (PLO 6; Assignments 1 – 5)
Assessment 1 – Self and Peer Teamwork Assessment (5%)
A pre/post self-assessment of collaborative and teamwork abilities will help the learner to reflect on their own skills and changes over the duration of the course. Assessment of team members at the end of the course using the same criteria will allow the leaner to practice peer-assessment and feedback in safe circumstances. Guidelines and feedback protocols will guide the leaner in an appreciative inquiry process to enable a constructive learning experience for all members.
Assessment 2 – Professional Reflections (15%)
Learners will further build on skills in self-reflection gained in IDIS 280 to support their learning and interprofessional skill development throughout the course. At the beginning of the course, learners will utilize a set of guiding questions to critically self-assess their proficiency in, and past experience(s) with, collaborative teamwork and identify areas requiring further development as they complete the course. Midway through the course, the professional reflection lens will aid students in critically evaluating course content and how it will build towards their final systems level critical analysis report, Assessment 4 in this course.
Assessment 3 – Case Exemplar Discussions (15%)
Through online modules, students will be introduced to case exemplars related to the concepts they will be learning and prompted to critically examine aspects of the exemplars as they relate to interprofessional practice. Students must actively contribute constructive and scholarly analysis of these exemplars within small online discussion group teams throughout the semester in order to build on and extend knowledge gained from the online modules. More specifically, this assessment will evaluate the quality of student scholarly contributions to discussions stemming from module content as well as their professional conduct within these teams.
Assessment 4 – Midterm - Local-Level Critical Analysis Report (25%)
Learners will choose from a list, or select an exemplar of successful or poor teamwork conducted at a local level and critically analyze the exemplar through the lens of interprofessional competencies and other themes explored in the first half of the course. Leaners will develop their critical analysis in steps by developing a rationale and brief literature review for their selected topic and will engage in the peer review process before submitting their finalized report.
Assessment 5 – Final - Systems-Level Critical Analysis Report (40%)
Building from the skills and knowledge gained from their Midterm Local-Level Critical Analysis Report, learners will evaluate a different teamwork exemplar from the previous assignment, this time from the perspective of the systems level. Similarly, students will produce a rationale statement and brief literature review in preparation for their report, followed by peer review to lead to a finalized report. Learners will then collaborate with a peer to identify a common stakeholder from both of their systems analysis reports to create a short presentation on lessons learned from the two exemplars. These teams will share their presentations with the class as additional application-based content for consideration and discussion with their peers.
There is no final exam for this course.
Students can expect to spend approximately 8 hours a week in study / practice and online activity for IDIS 480.
- IDIS 480 course notes via modules posted online.
- Relevant primary literature and review articles pertaining to specific modules will be provided by the instructors.
- The course will utilize excerpts from two texts, The Checklist Manifesto (2009) and Being Mortal (2014) by Dr. Atul Gawande. Students will be provided with the essential excerpts to complete their coursework, however the texts are also considered optional readings for those who are interested in delving further on the topics presented in each text.