Original Publication
Open Access

Coordinating Care Across Settings: Roles and Responsibilities in the Primary Care Clinic (IPE Training Module for Students)

Published: December 9, 2015 | 10.15766/mep_2374-8265.10295

Included in this publication:

  • Faculty Handbook Care Across Settings.doc
  • Instructor's Guide Care Across Settings.docx
  • Materials for Learners Care Across Settings.docx
  • Slides Care Across Settings.pptx
  • Video 1.m4v
  • Video 2.m4v

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


This interprofessional education (IPE) program is designed to orient prelicensure students in dentistry, medicine (physicians and physician assistants), pharmacy, nursing, social work, and dietetics to roles and responsibilities in providing coordinated care for a patient with hypertension who was referred to a primary care clinic from the dentist. Students are placed in teams representing all professions present, and faculty facilitators take turns leading the program and serving as small-group facilitators. Students work together to practice team huddles where they design a care plan that capitalizes on the expertise of each team member. This 2-hour program was developed as part of a series of case-based activities conducted at the University of Washington Health Sciences Center to offer IPE opportunities to students in the 2013-2014 academic year. This program focused on engaging students in a team approach to patient care that introduced roles and responsibilities of different health professionals and encouraged contributions from each profession represented. Students were introduced to the concept of the patient-centered medical home and had the opportunity to practice team huddles and SBAR (situation-background-assessment-recommendation; a technique to promote team communication). Learning objectives for the series were drawn from the Interprofessional Education Collaborative competencies. This program was the second of six different sessions where students were put into teams for a series of activities emphasizing roles and responsibilities, team communication, shared problem solving, and team error disclosure. At the conclusion of the session, students were asked to complete an evaluation of the program via an audience response system. Overall, student perceptions of the session were positive and indicated that most students felt that the learning objectives were achieved. Mean evaluation scores (scale: 1 = Very Poor, 2 = Poor, 3 = Fair, 4 = Good, 5 = Very Good, 6 = Excellent) ranged from 4.01 to 5.42. We considered this session to be successful as one of the first interprofessional case-based activities that this particular set of health professional schools planned and delivered together on our campus.

Educational Objectives

By the end of this session, learners will be able to:

  1. Engage other health professionals in shared patient-centered problem solving as appropriate to the specific care situation.
  2. Use the full scope of knowledge, skills, and abilities of available team members to provide care that is safe, timely, efficient, effective, and equitable.
  3. Listen actively and encourage ideas and opinions of other team members.
  4. Place interests of patients and populations at the center of interprofessional health care delivery.
  5. List barriers to effective treatment such as health literacy, socioeconomic constraints, and limited access to care.
  6. Discuss solutions for poor adherence to medications.
  7. Distinguish differences between hypertension, hypertensive urgency, and hypertensive emergency.
  8. Discuss interactions between medications and anesthesia used in dental procedures.
  9. Describe the physiologic effects of methamphetamine use on oral health.

Author Information

  • Jennifer Danielson, PharmD, MBA: University of Washington School of Pharmacy
  • Megan Moore, PhD: University of Washington School of Social Work
  • Shanna O'Connor, PharmD: University of Arizona College of Pharmacy
  • Elizabeth Kaplan, MD: University of Washington School of Medicine
  • Karen Manookin, DDS: University of Washington School of Dentistry
  • Amy Kim, DDS: University of Washington School of Dentistry
  • Karen McDonough, MD: University of Washington School of Medicine

None to report.

None to report.


  1. Barnes KA, Kroening-Roche JC, Comfort BW. The developing vision of primary care. N Eng J Med. 2012;367(10):891-893. http://dx.doi.org/10.1056/NEJMp1204487
  2. Borenstein JE, Graber G, Saltiel E, et al. Physician-pharmacist comanagement of hypertension: a randomized, comparative trial. Pharmacother. 2003;23(2):209-216. http://dx.doi.org/10.1592/phco.  
  3. Carter BL, Bergus GR, Dawson JD, et al. A cluster randomized trial to evaluate physician/pharmacist collaboration to improve blood pressure control. J Clin Hypertens (Greenwich). 2008;10(4):260-271. http://dx.doi.org/10.1111/j.1751-7176.2008.07434.x
  4. Coordinating Committee of the National High Blood Pressure Education Program. Collaboration in high blood pressure control: among professionals and with the patient. Ann Intern Med. 1984;101(3):393-395. http://dx.doi.org/10.7326/0003-4819-101-3-393
  5. Côté L, Normandeau M, Maheux B, Authier L, Lefort L. Collaboration between family physicians and community pharmacists: opinions of graduates in family medicine. Can Fam Physician. 2013;59(9):e413-e420.
  6. Fogarty CT, Schultz S. Team huddles: the role of the primary care educator. Clin Teacher. 2010;7(3):157-160. http://dx.doi.org/10.1111/j.1743-498X.2010.00369.x
  7. Gambhir RS. Primary care in dentistry—an untapped potential. J Fam Med Primary Care. 2015;4(1):13-18. http://dx.doi.org/10.4103/2249-4863.152239   
  8. Geist R, Geist J. Prevention, Detection, Evaluation, and Treatment of Dental Decay and Its Sequelae in Patients With Diabetes Mellitus. MedEdPORTAL Publications; 2012. Available from: http://pdr8-cm-01v.prod.aamc.org:52080/mep3/servlet/publication/mep3/9252   http://dx.doi.org/10.15766/mep_2374-8265.9252
  9. Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: Interprofessional Education Collaborative; 2011.
  10. Jones A, Jones D. Improving teamwork, trust and safety: an ethnographic study of an interprofessional initiative. J Interprof Care. 2011;25(3):175-181. http://dx.doi.org/10.3109/13561820.2010.520248
  11. Kaiser Permanente of Colorado. SBAR technique for communication: a situational briefing model. Institute for Healthcare Improvement Web site. http://www.ihi.org/resources/Pages/Tools/SBARTechniqueforCommunicationAsituationalBriefingModel.aspx
  12. Kalladka M, Greenberg BL, Padmashree SM, et al. Screening for coronary heart disease and diabetes risk factors in a dental setting. Int J Public Health. 2014;59(3):485-492. http://dx.doi.org/10.1007/s00038-013-0530-x
  13. Mccurtry A. Complexity, collective learning and the education of interprofessional health teams: insights from a university-level course. J Interprof Care. 2010;24(3):220-229. http://dx.doi.org/10.3109/13561820903123136
  14. Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Institute of Medicine Web site. https://www.iom.edu/~/media/Files/Report%20Files/2015/IPE_RAAG.pdf. Published April 2015.
  15. Packard K, Cochran T, Huggett K, et al. The Interprofessional Team Reasoning Framework. MedEdPORTAL Publications; 2013. Available from: http://pdr8-cm-01v.prod.aamc.org:52080/mep3/servlet/publication/mep3/9460   http://dx.doi.org/10.15766/mep_2374-8265.9460
  16. Patient Centered Medical Home Resource Center. Agency for Healthcare Research and Quality Web site. http://www.pcmh.ahrq.gov
  17. Pullon S. Competence, respect and trust: key features of successful interprofessional nurse-doctor relationships. J Interprof Care. 2008;22(2):133-147. http://dx.doi.org/10.1080/13561820701795069
  18. Reinders TP, Rush DR, Baumgartner RP Jr, Graham AW. Pharmacist’s role in management of hypertensive patients in an ambulatory care clinic. Am J Hosp Pharm. 1975;32(6):590-594.
  19. Rodriguez HP, Meredith LS, Hamilton AB, Yano EM, Rubenstein LV. Huddle up: the adoption and use of structured team communication for VA medical home implementation. Health Care Manage Rev. 2015;40(4):286-299. http://dx.doi.org/10.1097/HMR.0000000000000036
  20. SBAR: situation - background - assessment - recommendation. NHS Institute for Innovation and Improvement Web site. http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/sbar_-_situation_-_background_-_assessment_-_recommendation.html. Published 2008.
  21. Shunk R, Dulay M, Chou CL, Janson S, O’Brien BC. Huddle-coaching: a dynamic intervention for trainees and staff to support team-based care. Acad Med. 2014;89(2):244-250. http://dx.doi.org/10.1097/ACM.0000000000000104
  22. Siegel M. Medical Management Guidelines for the Provision of Dental Care. MedEdPORTAL Publications; 2012. Available from: http://pdr8-cm-01v.prod.aamc.org:52080/mep3/servlet/publication/mep3/9191   http://dx.doi.org/10.15766/mep_2374-8265.9191
  23. Skaff K, Crout R, Blackwell C. Methamphetamine Information: Integrating Oral Health With Primary Care. MedEdPORTAL Publications; 2012. Available from: http://pdr8-cm-01v.prod.aamc.org:52080/mep3/servlet/publication/mep3/9299   http://dx.doi.org/10.15766/mep_2374-8265.9299
  24. Spolsky V. What We Know About Tooth Decay and How to Manage It. MedEdPORTAL Publications; 2015. Available from: http://pdr8-cm-01v.prod.aamc.org:52080/mep3/servlet/publication/mep3/10003   http://dx.doi.org/10.15766/mep_2374-8265.10003
  25. Staves J, Hossaini M, Kroon L, et al. Interprofessional Standardized Patient Exercise (ISPE): The Case of “Paul Harris.” MedEdPORTAL Publications; 2011. Available from: http://pdr8-cm-01v.prod.aamc.org:52080/mep3/servlet/publication/mep3/9011   http://dx.doi.org/10.15766/mep_2374-8265.9011
  26. TeamSTEPPS primary care version. Agency for Healthcare Research and Quality Web site. http://www.ahrq.gov/professionals/education/curriculum-tools/teamstepps/primarycare/index.html.
  27. TeamSTEPPS 2.0 essentials course. Agency for Healthcare Research and Quality Web site. http://www.ahrq.gov/sites/default/files/wysiwyg/professionals/education/curriculum-tools/teamstepps/instructor/essentials/igessentials.pdf


Danielson J, Moore M, O'Connor S, et al. Coordinating care across settings: roles and responsibilities in the primary care clinic (IPE training module for students). MedEdPORTAL. 2015;11:10295. https://doi.org/10.15766/mep_2374-8265.10295