Queen's University
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 1 were introduced previously in IDIS 280. They will be expanded and applied in greater detail for the advanced learner.


Minimum 4th year (Level 4) standing in the BHSc program and IDIS 280/3.0 or permission from the instructor.


*Not open to Arts and Science students 

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

After completing IDIS 480, students will be able to:

  1. Define collaborative practice and explain the importance of collaborative patient-centred practice from theoretical perspectives for safe, quality, and effective care. 
  2. Explain intercultural communication and recognize how to apply principles of communication that respect varied cultures in the workplace.
  3. Identify teamwork communication tools and principles for facilitating challenging communications, such as with the disclosure of adverse events.
  4. Recognize that conflict is common in working with others, and apply methods to translate conflict into productive processes to develop stronger teams and improved outcomes.
  5. Summarize the principles of collaborative leadership and demonstrate leadership within a team environment.
  1. Communicator
  2. Advocate
  3. Leader
  4. Scholar
  5. Professional
  6. Collaborator

Assessment 1 – Module Content Evaluation and Application (60%)

Each module will be individually assessed through professional reflective writing, discussion board posts, and quizzes (multiple choice and short answer) to solidify key concepts and to assess knowledge accrual and learner understanding of key concepts. Some of these assessments will include questions that encourage the student to explain how the concepts, frameworks, processes and/or principles learned throughout the course apply to their own experiences and/or personal/professional situations.

Assessment 2 – Team Challenge Experience (25%)

A cumulative assessment will occur throughout the course, integrated with the knowledge gained through module content, culminating in a team challenge experience (similar to the Health Care Team Challenge™, but based more broadly within a community or public health case study, for example). This will enable the student to apply collaboration and teamwork skills within a virtual student team in a real-time learning experience. Throughout the course, asynchronous cumulative assessments in small groups will build towards a formal, synchronous presentation outlining a proposed solution to challenge presented at the beginning of the term. A panel consisting of the instructors, healthcare professionals and/or community members as well as peer-representatives from other groups will evaluate the presenting group on the effectiveness of their proposed solution and provide constructive peer-feedback.

Assessment 3 – Self and Peer Assessment (10%)

A pre/post self-assessment using GRASP 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 GRASP will allow the students to practice peer-assessment and feedback in safe circumstances. Guidelines and feedback protocols will guide the student in an appreciative inquiry process to enable a constructive learning experience for all members. Cumulatively, these three components (pre- and post- self-assessment, and peer-group assessment) are worth 10% of the final grade in the course.

Assessment 4 – Course Participation (5%)

Students must actively and constructively participate in all aspects of online course interaction elements, including ungraded formative learning activities in order to achieve a 5% participation grade. More specifically, this assessment will evaluate the quality of student contributions to discussions stemming from module content evaluations (e.g. when the evaluation is in discussion post form) as well as activities related to the Team Challenge Experience.


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.

Anne O’Riordan and Dr. Rosemary Brander