This module is part of the series on team decision-making in primary care. It examines the processes team members may use to deliver comprehensive care to individuals and populations of patients seen in primary care settings. The module includes specific steps to design and evaluate an integrated and comprehensive team plan of care.
This interactive eLearning module provides an introduction to everyday decisions about teamwork in primary care. Clinical scenarios take you through deciding who, what, when, where, and how to involve team members in patient care. Explore how different teamwork models may support effective decision-making.
The development of this module was supported (in part) by the Scottsdale Healthcare Hospitals (SHC) as part of the Graduate Nurse Education Development Project and by the Josiah Macy Jr. Foundation as part of the Interprofessional Primary Care Project (The Macy Project).
Care coordination is an important team-based process for improving the quality and value of health care. This interactive eLearning module provides an introduction to care coordination and common tools and strategies for care coordination in primary care. Learn practical ways to work with care coordination professionals and to evaluate success.
This tool compares the Interprofessional Education Collaborative (IPEC®) Core Competencies for Interprofessional Collaborative Practice (2011) and Core Competencies for Interprofessional Collaborative Practice (2016).
IPEC 2011-2016 Crosswalk Table (PDF)
This tool was developed by the Center’s instructional designer to help guide subject matter experts (SMEs) in selecting interactive and engaging activities to incorporate into interprofessional training workshops.
The training strategies outlined in this tool are based on popular activities authored by workshop and training development professionals. These strategies are easy to incorporate into a wide variety of professional training and classroom situations, and can be easily modified to fit the training content.
Students preparing for careers in health care and related fields bring a unique voice to the stakeholder table during the development of distance learning modules. They are especially suited to the role of tester for learning module prototypes, and can provide invaluable feedback regarding learning value, content neutrality, and technical functionality.
To maximize the applicability, focus, and usability of student feedback, it is important to provide procedural structure and norms. This tip sheet offers recommendations for preparing students to deliver high quality feedback.
This questionnaire was developed to facilitate the collection, categorization, and application of feedback provided by an interprofessional student advisory committee. This committee was tasked with conducting beta testing of Teamwork and Primary Care distance modules, with regard to aspects of learning design, content neutrality, and technical functionality.
Student Review Questionnaire for Interprofessional Distance Modules (PDF)
Achieving high quality and cost-effective health care requires teamwork and collaboration. Almost every conceivable process being linked to national quality goals in the United States, including comprehensive assessment, care coordination, and integrated primary and mental health care, relies on people working together effectively and efficiently. Not surprisingly, health care organizations are reaching out to university faculty to provide teamwork training as a foundation for launching and/or improving coordinated and integrated delivery models.
Crafting effective interprofessional learning experiences can be very challenging. Often, creating opportunities in which students can learn “with, from, and about” each other may be difficult to orchestrate. The online environment offers new ways to educate students about core interprofessional competencies and to introduce them to team members and roles they may not encounter regularly in their education. It is essential that online materials represent different health professions accurately and provide practical information that will enhance teamwork.
The WHO Framework for Action on Interprofessional Education and Collaborative Practice (2010) suggests, “those who wish to develop and engage a collaborative practice-ready workforce begin by assessing what is readily and currently available, and building on what they have” (Pg38).