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 Advanced Interprofessional Approaches in Healthcare, 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.


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 – 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.

  • IDIS 480 course notes via modules posted online.
  • 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 480 Advanced 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.

All components of this course will receive numerical percentage marks. The final grade received for the course will be derived by converting the student’s numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale.