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.
Method of Delivery
Online format with materials, communication, and assignment submission all via BrightSpace (onQ).
After completing IDIS 280 Interprofessional Approaches in Healthcare, students will be able to:
- Define collaborative practice and to explain why collaborative patient-centred practice is important, from the perspectives of safe, quality, and effective care. (PLO 1, 5; Assessment 1–3)
- Describe and define the six Canadian competencies associated with effective collaborative practice in order to recognize them in team-based interactions and healthcare contexts. (PLO 1, 5; Assessment 1–3)
- Describe the basic components of effective teams and stages of team development in order to contribute to effective team development. (PLO 1, 5; Assessment 2)
- Identify their own areas of strength and limitation, based on self-reflection and peer-feedback with a view to developing plans for future professional development. (PLO 1, 5; Assessment 2)
As Collaborators, health professionals work effectively with other health care professionals to provide safe, high-quality, patient-centred care.
As Communicators, health professionals form relationships with patients and their families* that facilitate the gathering and sharing of essential information for effective health care.
As Advocates, health professionals contribute their expertise and influence as they work with communities or patient populations to improve health. They work with those they serve to determine and understand needs, speak on behalf of others when required, and support the mobilization of resources to effect change.
As Leaders, health professionals engage with others to contribute to a vision of a high-quality health care system and take responsibility for the delivery of excellent patient care through their activities as clinicians, administrators, scholars, or teachers.
As Scholars, health professionals demonstrate a lifelong commitment to excellence in practice through continuous learning and by teaching others, evaluating evidence, and contributing to scholarship.
As Professionals, health professionals are committed to the health and well-being of individual patients and society through ethical practice, high personal standards of behaviour, accountability to the profession and society, physician-led regulation, and maintenance of personal health.
Assessment 1 – Reflection Series and Cumulative Self-Reflection Report (LO 4) (15%)
Each module of the course will have an associated question that will aid the student in conducting a professional self-reflection which will incorporate module content and personal experience. In addition, at the beginning and end of the course, students will complete a self-assessment of knowledge of and skills in collaboration. A peer evaluation will be part of this assignment at the end of the course. All elements will be graded by participation and will inform a final, graded, cumulative report.
Assessment 2 – Our Team (LO 1, 3) (10%)
Students will be placed in small groups for the duration of the course for experiential team learning and team assignments. At the beginning of the course, each group 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 to the class. Each group will have a limited time to modify their presentation after viewing their peers’ work, but need to track and justify any changes made.
Assessment 3 – Case Study (External to Healthcare) (LO 1, 3) (15%)
Students will analyze a case study that pertains to a field outside of healthcare. Students will independently submit a short post on their team discussion board outlining 3 goals/priorities they would put forth to solve the problem outlined in the case study and provide rationale. As a team, using the independent reports submitted by each member as their guide, students will collaboratively decide on 3 effective team elements that will take priority in addressing the challenges of the case. Each team will choose one goal/priority, through consensus, that is deemed to be most important. A collaborative report outlining the conclusions met in the group discussion and a rationale will be submitted. One report will be submitted for each group.
Assessment 4 – Interview with a Healthcare Professional (LO 1–4) (25%)
Students will select a healthcare profession of their choice and/or interest and work towards preparing a semi-structured interview with a professional in this field. After the interview, 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. Within their teams, each student will compare and contrast, and comment on what they have learned in this process.
Assessment 5 – Case Study (Related to Healthcare) (LO 1–3) (15%)
Students will analyze a case study that pertains to the field of healthcare. Students will first independently, and then collaboratively with their team members, determine three of the most effective Canadian Interprofessional Health Collaborative (CIHC) framework competency domains that pertain to the challenges of the case. Students will then choose one competency domain that they deem to be most important. A collaborative report outlining each team’s discussion, conclusions and rationale will be submitted.
Assessment 6 – Textbook Article Review (LO 1, 2) (10%)
Each student will choose one article from the course textbook (Privileged Presence) and post a 250-word review illustrating their initial reaction into the group discussion board. Student colleagues within each team will divide into roles to analyze the textbook article from different perspectives (e.g. perspectives could include the patient/client, diverse healthcare professionals, and a family member). Review prompts will be provided by the instructors to promote discussion about the advantages/challenges of collaborative teamwork, including IP competencies in each post shared.
Assessment 7 – Quiz (LO 1–3) (10%)
Students will complete a quiz to demonstrate their understanding of the content of the first five modules of the course.
Teams and Teamwork
This module explores definitions of teams, teamwork and effective collaborative practice; basic components of effective teams; stages of team development; and team roles.
Interprofessional Collaborative Practice
Interprofessional education and collaborative practice are introduced with a focus on the Canadian National Interprofessional Competency Framework. Benefits and challenges of collaborative teamwork are raised, along with the concepts of client/patient/family engagement.
The importance of effective interpersonal communication takes on greater significance in the delivery of effective and safe healthcare practices. Intricacies of team communication are explored to lead to a deeper understanding of team-based communication and strategies.
The concept of client/patient involvement in their own healthcare is inherent in collaborative teamwork. This module provides a more detailed view of client/patient perspectives and roles with ideas for enhancing engagement.
Constructive Controversy: Building Innovative Effective Teams
Conflict is an expected and often useful component of building and maintaining effective teams and teamwork. Recognizing that conflict can be useful in generating shared understandings and innovation can help teams to use it to best advantage in providing quality client/patient healthcare.
Compassionate Collaborative Care
In an ever-changing and resource challenged healthcare landscape, the existence and depth of compassionate care may lose prominence. This module focuses on the importance of maintaining a compassionate approach in healthcare for oneself, clients/patients, colleagues and communities.
Textbooks and Materials
- 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.
Queen’s students, faculty, administrators and staff all have responsibilities for supporting and upholding the fundamental values of academic integrity. Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see http://www.academicintegrity.org) and by the quality of courage. These values and qualities are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University.
Students are responsible for familiarizing themselves with and adhering to the regulations concerning academic integrity. General information on academic integrity is available at Integrity@Queen's University, along with Faculty or School specific information. Departures from academic integrity include, but are not limited to, plagiarism, use of unauthorized materials, facilitation, forgery and falsification. Actions which contravene the regulation on academic integrity carry sanctions that can range from a warning, to loss of grades on an assignment, to failure of a course, to requirement to withdraw from the university.
Specifically, for IDIS 280 Interprofessional Approaches in Healthcare, students must express themselves in their own words, and cite sources when they use outside information. Verbatim copying of the module text or textbook is considered plagiarism and is a breach of academic integrity. Further, lying and misrepresentation are dishonest and violate the core values of academic integrity.
Copyright of Course Material
This material is copyrighted and is for the sole use of students registered in IDIS 280 Interprofessional Approaches in Healthcare. This material shall not be distributed or disseminated to anyone other than students registered in IDIS 280 Interprofessional Approaches in Healthcare. Failure to abide by these conditions is a breach of copyright, and may also constitute a breach of academic integrity under the University Senate’s Academic Integrity Policy Statement.