Interprofessional Case Studies Resources
Professions must be able to understand each other in order to learn how to maximize the talents of individual team members in an efficient and cost effective manner while still maintaining quality healthcare. Interprofessional teams have been shown to enhance quality of care, lower costs, decrease length of stay, and reduce medical errors (Institute of Medicine). Therefore, opportunities in health professions education are needed so that students may interact in meaningful ways as they communicate, negotiate, share leadership and decision making, and engage in conflict resolution when necessary. In order to provide such opportunities, health professions faculty need tools and structures to facilitate the design and implementation of such opportunities.
The purpose of this web page is to build on an important key pedagogical tool in health professions education with the use of clinical cases. Clinical cases are essential teaching tools in helping students move from the didactic knowledge, theory and laboratory skills to application to real, world contexts. The Interprofessional Team Reasoning Algorithm was developed by an interprofessional group of health professions educators at Creighton University to provide structure and guide interdisciplinary teams to pursue patient cases. The model is based on the International Classification of Functioning, Disability and Health (ICF), developed by the World Health Organization (WHO). The ICF model was chosen as a framework for the algorithm because it can be applied across the continuum of care in different settings and has been standardized.
This web page provides tools for health professions educators to optimize the use of the Interprofessional Team Reasoning Algorithm to facilitate teaching clinical case studies. In addition to the algorithm itself, the website provides links to videos of best practices and poor team interactions, team building activities, a grading rubric, clinical cases, learning objectives, guided study questions with sample care plans, and useful links. We hope you will find the algorithm and associated tools useful. We would appreciate your feedback by completing the short survey below. This will take less than 5 minutes.
The Interprofessional Team Reasoning Algorithm was developed by:
Hardeep Chehal, BDS, MS, Assistant Professor of General Dentistry
Joy Doll, OTD, OTR/L, Assistant Professor of Occupational Therapy
Jennifer Furze, PT, DPT, Assistant Professor of Physical Therapy
Kathryn Huggett, PhD, Assistant Professor of Medicine
Gail Jensen, PhD, PT, FAPTA, Professor of Physical Therapy, Graduate School and Associate Vice President Academic Affairs
Diane Jorgensen, BCC, MA, MSW, LMHP, Chaplain and Special Faculty, School of Pharmacy and Health Professions
Anna Maio, MD, Associate Professor of Medicine
Kathleen Packard, PharmD, MS, BCPS, Associate Professor of Pharmacy Practice
Marlene Wilken, RN, PhD, Associate Professor of Nursing
For questions, please contact Dr. Kathleen Packard at email@example.com
|This is an approximately 7 minute taped interaction of health care providers working up case 001. It is an example of less than optimal team interaction.
||This is an approximately 8 minute taped interaction of health care providers working up case 001. It is an example of best practices using the Team Reasoning Algorithm.
Please note all links with this symbol are in Adobe PDf Format. If you cannot read the documents please click the link below to download the free Adobe Reader for your computer.
Interprofessional Case Studies Team Reasoning Algorithm
Team Competencies Inventory
Team Best Practices
Team Commitment Form
Interprofessional Team Interaction Grading Rubric for Students
Interprofessional Case Study 001