Original Publication
Open Access

The Interprofessional Team Reasoning Framework

Published: July 2, 2013 | 10.15766/mep_2374-8265.9460

Included in this publication:

  • Bad.mp4
  • Good.mp4
  • Group Application Exercise.docx
  • Individual and Team Readiness Assurance Questions.docx
  • Instructor Guide.docx
  • Resource File.docx

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.

Abstract

Introduction: Clinical cases are essential teaching tools in helping students move from didactic knowledge, theory, and skills to the application of their emerging abilities to patient/client cases that represent authentic clinical contexts of practice. This resource is a team-based learning module created so that students will be able to analyze, deconstruct, discuss, and formulate a care plan for a standardized patient/client case as part of a multidisciplinary team using the Interprofessional Team Reasoning Framework, an algorithm developed to facilitate teaching and learning case studies with health professions students. Methods: The module includes the Interprofessional Team Reasoning Framework, sample cases, instructor's guide, learning objectives and questions, videotaped examples of poor and stellar team interactions, and a grading rubric. Results: In the pilot study, 18 interprofessional students were randomized to teams of six and were videotaped while completing a case. Team 1 (control) received only the case, Team 2 received the case plus framework, and Team 3 received the case, framework, and was shown videotaped examples of interprofessional interactions. The results revealed that students’ perception of team skills were significantly improved in Team 2 and Team 3 but not Team 1. Students’ performance of their case as assessed by blinded faculty was significantly better in Team 3 compared to Teams 1 and 2. Discussion: Since completion of the pilot study, the framework and associated toolkit (videotaped models, case studies, learning objectives and study questions, as well as the individual and team assessment and plan) have also been incorporated into a community-based learning experience to prevent falls in older adults and integrated into an interprofessional health promotion course with vulnerable populations. The interprofessional fall risk program has been replicated in a second independent living facility as well as a nursing home environment on a Native American Indian reservation.


Educational Objectives

By the end of this module, the learner will be able to analyze, deconstruct, discuss, and formulate a care plan for a standardized patient/client case as part of a multidisciplinary team using the Interprofessional Team Reasoning Framework.


Author Information

  • Kathleen Packard, PharmD, MS, BCPS: Creighton University, School of Pharmacy and Health Professions
  • Teresa Cochran: Creighton University
  • Kathryn Huggett, PhD: Creighton University School of Medicine
  • Joy Doll: Creighton University
  • Hardeep Chelal: Creighton University
  • Marlene Wilken: Creighton University
  • Diane Jorgenson: Creighton University

Disclosures
None to report.

Funding/Support
This research was funded in part by the National Association of Boards of Pharmacy and American Association of College of Pharmacy District Five Individual Study Grant, and in part by the Josiah Macy Jr. Foundation in fulfillment of the AAMC/IPEC interprofessional education initiative. 

Prior Presentations
None to report.



Citation

Packard K, Cochran T, Huggett K, et al. The interprofessional team reasoning framework. MedEdPORTAL. 2013;9:9460. https://doi.org/10.15766/mep_2374-8265.9460