Collaboration and Communication in Healthcare: Interprofessional Practice
This course is offered through Coursera — you can add it to your Accredible profile to organize your learning, find others learning the same thing and to showcase evidence of your learning on your CV with Accredible's export features.
Course Date: 15 September 2014 to 20 October 2014 (5 weeks)
Interprofessional collaborative practice is key to safe, high quality, accessible, patient-centered care. This course aims to introduce health professions learners to the fundamental principles and skills for effective interprofessional collaborative practice.
Dr. Wamsley is a general internist
and a Professor of Clinical Medicine at
the University of California San Francisco (UCSF). She received her medical
degree from the University of California Los Angeles and completed her
residency training at the UCSF San Francisco General Hospital Primary Care
Internal Medicine training program. She joined the faculty in the UCSF Division
of General Internal Medicine in 1996 where she directs student programs and
sees primary care patients in the ambulatory setting.
Dr. Wamsley co-leads the School
of Medicine’s collaborations with the UCSF Center for Innovation in
Interprofessional Education (CIIPE) and serves as co-chair of the UCSF IPE
Curriculum Development Working Group for CIIPE. This committee is charged with
creating curriculum for the five professional programs at UCSF (Medicine, Nursing,
Pharmacy, Physical Therapy and Dentistry). Dr. Wamsley has extensive experience
in developing, implementing and assessing IPE curricula. She
has expertise in the use of standardized patients for formative and assessment
purposes with nationally disseminated (and peer reviewed) teaching cases.She
is co-director for the PISCES Longitudinal Integrated Clerkship and co-director
for the Health Professions Education Pathway, which provides additional
training for undergraduate and graduate health professional learners interested
in pursuing careers as educators. She is a member of the UCSF Academy of
Medical Educators and has expertise in
faculty development and training across a wide range of topic areas.
K Chen, PNP is an Associate Clinical Professor and Vice Chair of the Department
of Family Health Care Nursing in the School of Nursing. Ms. Chen also serves as
Co-Chair of the IPE Curriculum Development Working Group (CDWG), in the UCSF Center
for Innovation in Interprofessional Education (CIIPE). Ms. Chen's educational
research (funded through UCSF Medical Center and School of Nursing Clinical
Nurse Research Award) is focused on IPE in the clinical setting, studying how
interprofessional faculty preceptors adjust teaching and enhance IPE in the
clinical setting for advanced practice nursing and medical learners. Ms. Chen
also serves on the SoN MS Program Redesign Committee for 2013-2014. Ms. Chen's
clinical practice is at San Francisco General Hospital in the Pediatric Urology
Clinic (out of Childrens Health Center). She enjoys working with the Urology
Chief Residents in caring for children and families of SFGH, managing
conditions such as phimosis, retractile testis, UTI, hydronephrosis, vesicoureteral
reflux, and dysfunctional voiding/enuresis. Prior to serving as the Vice Chair,
she was the Specialty Director for the Pediatric Nurse Practitioner Program.
She teaches in a variety of courses for the PNP program and also coordinates
PNP Clinical Placements for the students, working with our excellent pool of
clinical preceptors/volunteer faculty.
Dr. Josette Rivera is a
geriatrician and an Associate Professor of Medicine at the University of California
San Francisco (UCSF). She received her medical degree from the University of
Rochester and completed residency training
in Primary Care Internal Medicine at Johns Hopkins Bayview, followed by a
clinical and research fellowship in the Division of Geriatric Medicine and
Gerontology at Johns Hopkins. Dr. Rivera joined the Division of Geriatrics at
UCSF in 2008, where she serves as an educator, program leader, and clinician,
providing primary and palliative care to homebound older adults through the
UCSF Housecalls Program.
Dr. Rivera’s educational and
research endeavors focus on interprofessional education and practice,
particularly in the context of caring for older adults. Dr. Rivera co-leads the
School of Medicine’s collaborations with the UCSF Center for Innovation in
Interprofessional Education. She is the Deputy Director of the Northern
California Geriatric Education Center, a
federally supported program to train health
professions faculty, students,
and practitioners to provide optimal interprofessional health care to older adults.
She is also the founding chair of the American Geriatrics Society Interprofessional
Education and Practice Special Interest Group.
Dr. Susan Hyde is an Associate Professor of Clinical
Preventive and Restorative Dental Sciences at the University of California, San
Francisco (UCSF). She received her
dental degree, completed residency training in Dental Public Health, and
finished a multidisciplinary fellowship in Geriatrics at UCSF. Dr. Hyde also obtained her Master of Public
Health and Doctor of Philosophy in Epidemiology degrees at the University of
Dr. Hyde serves as the Chair of the Division of Oral Epidemiology
and Dental Public Health, and is a member of both the steering committee and
the training and career development program for the NIH-funded Center to
Address Disparities in Children’s Oral Health (CAN-DO). The CAN-DO Center is a model for successful
collaborations for interprofessional health disparities research, as its
partners include academic institutions across the nation, federal and state
programs, foundations, and community health centers. Dr. Hyde is the Director for Dentistry of
UCSF’s Multidisciplinary Fellowship in Geriatrics, a two-year program that
provides interprofessional, team-based clinical, education, leadership, and
research training in the care of older adults, with a focus on underserved
populations. In her role as the Faculty
Lead for Interprofessional Education for the School of Dentistry, Dr. Hyde
collaborates with faculty counterparts from all UCSF’s professional schools to
develop interprofessional clinical and didactic curricula, faculty and staff
development programs, evaluation and assessment metrics, and advocacy for
Rebecca Shunk is currently the physician co-director of the
Center of Excellence in Primary Care Education at the San Francisco VA Medical
Center. She is also the Associate Director of the PRIME Program as well as an
Associate Professor at the University of California San Francisco (UCSF). Her
academic interests are in resident education and in teaching the cardiac
physical exam. During her tenure as a
Johns Hopkins faculty member she participated and facilitated in the Johns
Hopkins Faculty Development Course as well as participated in the Curriculum
Development Course. The UCSF Teaching Scholars course further fostered her
curriculum development skills. Her favorite projects have included medical
student and resident cardiac physical exam curricula, performance improvement
curricula and the team-based continuity practice. Her work in developing a
team-based model of ambulatory internal medicine residency training led her to
her current role. She and her
team innovate to develop strategies to improve interprofessional,
team-based health professions education in patient-centered primary care. In this model Nurse Practitioner students
and Internal Medicine residents along with other interprofessional trainees
partner with clinic staff to provide team-based care.
collaborative practice is essential to the provision of safe, high quality
patient-centered care. This course will introduce health professions learners to
the concept of interprofessional collaborative practice and the evidence base
that supports its effectiveness. In order for learners to better understand the
professionals with whom they will collaborate, specific modules will focus on
the roles of various healthcare professionals, their scope of practice, and
settings in which they work. Additional modules will focus on communication strategies
and tools for effective interprofessional collaborative practice and learners
will practice to gain competence in interprofessional communication, conflict management
and negotiation. Finally, the course will introduce the concepts of leadership
and membership and explore leadership and membership strategies to promote
effective interprofessional teamwork.
Week 1 - What is it all about? Introducing
core interprofessional concepts
Define interprofessional education (IPE) and
interprofessional collaborative practice.
Discuss the evidence regarding benefits of
interprofessional collaborative practice, including the impact on quality
and safety of patient care.
Compare and contrast different forms of
Discuss factors that influence interprofessional
Describe key elements of effective interprofessional team-based
Identify barriers to interprofessional collaborative practice.
Week 2 - Who is
on my team? Understanding roles, responsibilities and abilities of different
Describe the roles, responsibilities and abilities of various
health care professions involved in collaborative work, including their
training and scopes of practice.
Describe one’s own professional role in relation to
collaborating with other professionals.
Describe the process by which the scope of practice for
a healthcare professional is determined.
Discuss and describe the role of patients, their
families and community representatives as integral partners in the
collaborative care delivery process.
Assess how different clinical settings might affect
roles and responsibilities of health professionals.
Week 3 - How will
our work get done? Understanding communication, accountability and task
List the benefits of collaborative practice to your
Describe the importance of communication for effective
Name essential elements of effective communication.
Demonstrate use of strategies and tools that facilitate
effective communication and collaboration.
Identify ways to distribute and follow-up on tasks among
interprofessional health care providers.
Week 4 – How to
tackle challenges: Conflict management and negotiation
Describe the sources of conflict in the
Describe two main types of conflict and how
they are interrelated as well as impact team functioning.
Compare and contrast different styles of managing
Describe one’s own conflict management
Demonstrate a three-step approach to
Describe communication strategies helpful
in the management of conflict.
Week 5 – How can
we work together? Leadership and Membership
Define clinical leadership.
Discuss leadership functions that
facilitate team-based health care.
Describe the concepts and importance of
psychological safety and leader inclusiveness.
Analyze one’s own strengths, areas for
development, and leadership style.
Define team membership styles and their impact.
Demonstrate use of strategies and tools
for effective healthcare team leadership and membership.
Each of the five online modules will be two hours in length and will be
comprised of a series short (10-15 minute) lectures, supported with
critical reading and interactive exercises which will assess student
learning. The course will be offered
over a five-week period.