Promoting Interprofessional Team Development in Team-Based Learning (TBL) Through Coaching and the Team Development Meas
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SHORT COMMUNICATION
Promoting Interprofessional Team Development in Team-Based Learning (TBL) Through Coaching and the Team Development Measure (TDM) Wendy S. Madigosky 1
&
Michelle Colarelli 1 & Amy Nordon-Craft 2 & Elshimaa Basha 3 & Kari L. Franson 4
# International Association of Medical Science Educators 2019
Abstract Background Achieving effective team development for interprofessional Team-Based Learning (TBL) teams requires expansion of the traditional TBL faculty role of ‘Guide on the Side’ to include the roles of Interprofessional Education (IPE) Promoter and Team Coach as well as longitudinal teaming assessments. Activity We describe 1) a novel conceptual framework of TBL faculty roles, 2) the faculty development approach supporting these expanded roles within IPE, and 3) use of the Team Development Measure (TDM). Results The expanded faculty roles were well received conceptually, faculty development supported role implementation, and TDM assessments demonstrated team improvements. Conclusion An expansion of the traditional TBLfaculty role to include IPE Promotor and Team Coach and the use of longitudinal team assessments successfully supports pre-licensure interprofessional healthcare student teams’ development over time. Keywords Interprofessional education . Team-based learning . Faculty development . Coaching . Team assessment
Background At the University of Colorado Anschutz Medical Campus, pre-licensure students from seven health professions participate in the Interprofessional Education and Development (IPED) course, consisting of two semesters of eight teambased learning (TBL) sessions emphasizing teamwork/collaboration, patient safety/quality improvement, and values/ethics
* Wendy S. Madigosky [email protected]
competencies [1]. Promotion of interprofessional team formation and development is an overarching outcome. The Team Development Measure (TDM) components (cohesiveness, communication, role clarity, and goals and means clarity [2]) serve as a curricular framework, and the TDM assesses the evolution of teams over time. The TDM was developed in the clinical setting; is an objective, evidence-based tool [3]; and provides data to promote improvement. We have previously gathered validity evidence supporting use of the TDM in the classroom setting for interprofessional education. The purpose of this short communication is to describe a conceptual framework and faculty development approach that supports faculty in developing interprofessional student teams within the TBL classroom setting through use of coaching [4] and longitudinal TDM assessments and reflection.
1
Center for Interprofessional Practice and Education, University of Colorado Anschutz Medical Campus, Mail Stop 8700, 13080 E. 19th Ave, Fulginiti Pavilion 004c, Aurora, CO 80045, USA
2
Physical Therapy Program, University of Colorado School of Medicine, Mail Stop C244, 13121 E. 17th Ave, Aurora, CO 80045, USA
Activity
Center for Advancing Professional Excellence, University of Colorado Anschutz Medical Campus
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