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• W2321823120 abstract "OPEN ACCESSJuly 2, 2013The Interprofessional Team Reasoning Framework Kathleen Packard, PharmD, MS, BCPS, Teresa Cochran, Kathryn Huggett, PhD, Joy Doll, Hardeep Chelal, Marlene Wilken, Diane Jorgenson Kathleen Packard, PharmD, MS, BCPS Creighton University, School of Pharmacy and Health Professions Google Scholar More articles by this author , Teresa Cochran Creighton University Google Scholar More articles by this author , Kathryn Huggett, PhD Creighton University School of Medicine Google Scholar More articles by this author , Joy Doll Creighton University Google Scholar More articles by this author , Hardeep Chelal Creighton University Google Scholar More articles by this author , Marlene Wilken Creighton University Google Scholar More articles by this author , Diane Jorgenson Creighton University Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9460 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail 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. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED 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. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationPackard K, Cochran T, Huggett K, Doll J, Chelal H, Wilken M, Jorgenson D. The Interprofessional Team Reasoning Framework. MedEdPORTAL. 2013;9:9460. https://doi.org/10.15766/mep_2374-8265.9460 Copyright & Permissions© 2013 Packard et al. This is an open-access article distributed under the terms of the Creative Commons Attribution license.KeywordsMultidisciplinaryInterprofessional RelationsTeam-Based LearningInterprofessionalBOHCInterprofessional Education Collaboration (IPEC)Case ReportsCase StudiesHealthcare TeamTBL 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. tabs.loading" @default.
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