Opatrny Pease, Marie
Opatrny Pease, Marie
AffiliationUniversity of Southern Indiana
Keywordpedagogical strategies to teach teamwork
student teams across disciplines
TitleIt Takes a Team to Teach Teamwork
MetadataShow full item record
Evidence supports reduced medical error when teamwork is the base for collaborative decision making. Interprofessional education (IPE), which is when students from two or more professions learn from one another and effectively collaborate to improve outcomes, has become a standard in health profession education. There are multiple ways of integrating this approach into curricula, but there must be cooperation, collaboration and coordination among educators in different disciplines to make it possible. This presentation will provide an overview of a coordinated team effort on the part of faculty to bring together students from different healthcare approaches and different disciplines within the university to work as teams in primary care clinics. This collaboration will help students (a) develop an appreciation of what each discipline contributes to improve patient care, and (b) work together as a team to plan recommendations for patients and families for the purpose of improving health and lifestyle. Graduate students in social work and different specialties within the graduate nursing program have been involved. The focus of the presentation will be the strategies used to motivate students to come together across disciplines and collaborate. This includes an overview of TeamSTEPPS® training during an eight-hour orientation to the project, design and promotion of learning modules to be used by the IPE teams while in clinics, use of case studies to form collaborative interaction among students, scheduled pharmacology consultations for the IPE teams with a pharmacist, and recruitment of students through development of a class that promoted the importance of IPE along with student reflection. Since January 2017, 18 student teams have worked together at different community sites established through academic partnerships. These student teams as well as site personnel have provided valuable feedback to the project team regarding their experiences. Student feedback has helped in understanding how better to motivate and enhance student learning for the future of the IPE project.