TEACH! Anchors

Orientation to Interprofessional Practice and Education Orientation occurs shortly after health professions learners are admitted to their respective programs, to introduce learners to interprofessional collaborative practice, interprofessional collaborative practice competencies, and the IU TEACH! curriculum. The primary goal of this session is to engage and prepare for learning about, from, and with each other through interprofessional education and collaborative practice that improves health outcomes.

Sub-Competencies:  

  • Recognize healthcare includes individuals, populations, and communities.
  • Recognize individuals, populations and communities have a voice in decisions that affect them.
  • Communicate the importance of teamwork in person/patient-centered and community-focused care.

Introducing Interprofessional Collaboration (Anchor 1)
The primary goal of this exposure level curriculum anchor is to expose learners to the fundamental components of Interprofessional collaborative practice, as well as the benefits and outcomes of working in teams to improve health and healthcare outcomes. Learners work in teams to learn about and begin to understand the roles and responsibilities of each health profession and to consider the basic tenets of effective team formation. Through team building and situated case study, team members share perspectives, prioritize health concerns, and co-create a collective approach to care, all while balancing the potentially competing values and priorities across the team (including those of the patient, client, and/or community).

Sub-Competencies: 

  • Recognize the value of diversity and individual differences to improve outcomes relevant to prevention and healthcare.
  • Demonstrate respect for the unique cultures, values, roles/responsibilities, contributions, and expertise of professions.
  • Communicate his/her professional roles, responsibilities, and contributions to others.
  • Recognize one’s limitations in skills, knowledge, and abilities.
  • Listen actively, encourage ideas and opinions of others [introduced].
  • Describe the process of team development and the characteristics and best practices of effective teams.

Developing Interprofessional Collaboration (Anchor 2)
TeamSTEPPS™ communication tools form the basis of this exposure level curriculum Aanchor – specifically as they can be used to support effective, collaborative interprofessional teamwork. Role playing and simulated case studies related to one or more of Indiana’s health challenges in acute/chronic care, ambulatory care, and community settings allow learners to practice newly acquired information and skills with feedback from each other and trained facilitators.

Sub-Competencies:

  • Describe how the team works together to improve health, healthcare, and community outcomes and prevent disease.
  • Listen actively encourage ideas and opinions of others [introduced only]
  • Reflect on individual and team performance
  • Recognize all healthcare team members share accountability to improve outcomes relevant to prevention and health.

Applying Interprofessional Collaboration (Anchor 3)
Learners are immersed in interprofessional teams to discover personal, professional, and cultural similarities and differences and then experience how these shape assumptions and biases that can interfere with the team’s abilities to work together. Learners work in interprofessional teams in simulations with standardized actors to apply principles of person-centered care to create a comprehensive health plan for someone living in the community with complicated and competing health issues.

Sub-Competencies:

  • Respect the dignity and privacy of patients, clients and community members while maintaining confidentiality in the delivery of team- based care.
  • Act with honesty and integrity in relationships with patients, clients, community members, and other team members.
  • Explain the roles, responsibilities, and contributions of other care providers and how the team can work together to optimize individual and population health and healthcare outcomes.
  • Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.
  • Recognize unique and complementary abilities of other team members to optimize health, healthcare, and service outcomes.
  • Reflect on individual and team performance for individual and team performance improvement.
  • Work to develop consensus on the ethical principles to guide all aspects of teamwork.

Integrating Interprofessional Collaboration (Anchor 4)
In a simulated environment, learners work as a team with a patient/client to understand and resolve barriers to communication and effective interprofessional care. Team members self- and team-assess and provide feedback to one another about the quality of interprofessional teamwork that occurs using standardized metrics as the jumping-off point for a team huddle and debriefing. Trained faculty observe and evaluate learners’ interprofessional collaborative practiced sub-competencies during this Anchor.

Sub-Competencies:

  • Cooperate with those who receive and provide care as well as those who contribute to or support the delivery of prevention, health services, and programs.
  • Choose effective communication tools and techniques/strategies, including the use of information systems and technologies, to facilitate discussions and interactions of successful team function.
  • Communicate information with patients, families, community members, and healthcare team members in an understandable manner, avoiding discipline-specific terminology when possible.
  • Use respectful language, attending to individual and team needs within a given situation, crucial conversation, or conflict.
  • Engage other professionals appropriate to the specific care situation to participate in shared patient-, client-, community-, and population-focused problem solving.
  • Use available evidence to inform effective teamwork and team-based practices.

Interprofessional Collaboration in Practice I (Anchor 5)
Learners work in the professional environment (clinical or practical) to participate in team care, and then to observe and reflect on the extent of interprofessional collaborative practice as related to quality and safety dimensions of care. The setting and requirements for this Entry-to-Practice curriculum anchor are program-specific. Learning objectives, reflection framework, formative assessment, and final evaluation of interprofessional collaborative practice competencies is standardized across programs.

Interprofessional Collaboration in Practice II (Anchor 6)
Learners work in a professional environment (clinical or practical) to participate in team care, and then to reflect on the quality of interprofessional collaborative practice. Requirements for this Anchor are program-specific. Learning objectives, reflection framework, and final evaluation of interprofessional collaborative practice competencies is standardized across programs. Successful completion of this session will demonstrate interprofessional collaboration in practice and student entry-level readiness to be engaged members of effective healthcare teams.