Original Publication
Open Access

Health Care Team Challenge: A Versatile Model for Interprofessional Education

Published: December 11, 2012 | 10.15766/mep_2374-8265.9287

Included in this publication:

  • Health Care Team Challenge Instructors Guide.pdf

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.


Introduction: The Health Care Team Challenge (HCTC) is an innovative, versatile, low-cost interprofessional learning activity that is used to simulate real-life team-based problem solving. It features a clinical, case-based competition between two or more interprofessional teams of students representing at least two health and social service disciplines. Methods: Teams are instructed to work collaboratively to formulate a patient-centered plan of care. On the day of the event, the teams present their plans in front of a live audience of faculty, peers, and community members. Then, teams are given additional information relevant to the case, challenging each team to adjust its management plan to incorporate the new data. At the conclusion of the event, an interprofessional panel of judges evaluates the teams. Teams are judged on both the quality of the management plan and the level of. All team participants, judges, and event sponsors receive recognition for their involvement. Results: At the conclusion of the event, students completed an online evaluation for the purpose of improving future HCTC events. All of the students (N = 54) stated that participating in the HCTC was worth their time. Discussion: From the perspective of faculty and students, the HCTC successfully provides an interactive learning opportunity to develop the knowledge, skills, and attitudes outlined in the Interprofessional Education Collaborative core competencies.

Educational Objectives

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

  1. Work collaboratively with students from other health professions to maintain a climate of mutual respect and shared values.
  2. Place the interests of the patient/family at the center of their plan of care.
  3. Apply the knowledge of their own professional role and those of other team members to appropriately assess and address the health care needs of the patient/family.
  4. Communicate effectively with the patient/family and other members of the health care team.
  5. Listen actively and encourage the ideas and opinions of other team members.
  6. Engage team members in shared patient-centered problem solving.
  7. Integrate the knowledge and experience of all team members to inform decisions while respecting the patient’s values, priorities, and preferences for care.
  8. Constructively manage disagreements about values, roles, goals, and actions that may arise among team members.
  9. Practice leadership skills that support effective team work.

Author Information

  • Barbara Richardson, PhD, RN: Washington State University
  • Meryl Gersh, PT, PhD: Eastern Washington University
  • Nancy Potter, PhD: Washington State University

None to report.

This research was partially funded by the Canadian Institutes of Health Research #228167 and in part by the Josiah Macy Jr. Foundation in fulfillment of the AAMC/IPEC interprofessional education initiative. The author was partially funded by HRSA grant #1 D1DHP20355-01-00.

Prior Presentations
Overcoming the Barriers: Successful Models of Interprofessional Education. Presented at: Western Institute for Nursing Symposium; April 2012; Portland, OR.

Health Care Team Challenge, A Versatile Interprofessional Simulation. Expert panel, workshop, and poster presented at: International Meeting for Simulation in Health Care; January 2012; San Diego, CA.

Health Care Team Challenge, A Model for Interprofessional Education. Presented at: METI Regional Conference; August 2011. 


Richardson B, Gersh M, Potter N. Health Care Team Challenge: a versatile model for interprofessional education. MedEdPORTAL. 2012;8:9287. https://doi.org/10.15766/mep_2374-8265.9287