Developing effective interprofessional teamwork Developing effective interprofessional teamwork

Interprofessional Learning Level 1 (IPL1)

The first opportunity for IPL1 takes place shortly after students join UEA. IPL1 is compulsory and delivered to student doctors, midwives, nurses, occupational therapists, operating department practitioners, pharmacists, physiotherapists, social workers and speech and language therapists

Assessment of own team role and personality style and views of their own and different care professionals.

Before the outset of IPL1, students are required to explore their own preferred role within a team, their personality style  and views of different care professionals by completing three different questionnaires. The purpose of these questionnaires is to prepare students for a teamworking session so that they can get more out of this.

Teamwork session

Students attend a two-hour teamworking session designed to demonstrate both effective and ineffective team-working and introduce the concept of interprofessional teamworking. Students are assigned to small, multi-professional groups of about 8 students.

The session starts with a teamwork exercise that requires the involvement of all group members. This is intended to trigger discussion about what types of different roles a team needs in order to complete the task.

The teamwork exercise is followed by a short video clip of a multiprofessional health and social care team meeting. After individually identifying specific examples of helpful and unhelpful behaviour that impact on the effectiveness of the meeting, each student group will be asked to discuss what they observed and together start to explore the wider issues related to the effectiveness of this type of meeting and care outcomes.

The final part of the two-hour teamworking session requires students to take part in a situation exercise called 'Linda's Story'. Students watch a clip of "Linda" who describes a situation that happened shortly after having a stroke. Using Audience Response 'clicker' handsets, students are then asked to choose from a range of options as to how they would respond in the situation described by Linda in the video clip, imagining themselves as students on placement. This is an anonymous exercise and with no "right or wrong" answers. Instead, students are asked to share their thoughts about the situation as a group.

The teamworking session ends by asking students to consider who will care for Linda during her recovery. It is intended to attract students' attention to a learning resource - the Interprofessional (IP) Role Map that explains the different roles of all the professionals involved.

Interprofessional (IP) Role Map

After the teamworking session and over the next few weeks, students will view a set of interviews with health and social care professionals in order to find out more about the roles of each profession and how they interact. This online learning resource includes 30 interviews but students can view which interviews they want and find useful. the Interprofessional Role Map is still 'work in progress' and we anticipate adding more interviews to this, as well as a test which students can use to check how much they have learnt.

Written Assignment

The written assignment for IPL1 asks students to address a few questions related to the different exercises they have completed so far.