Teams That Work: Modeling and Teaching Effective Interprofessional Collaboration
Effective teams are necessary for productive interprofessional education and collaborative practice. To prepare graduates who can serve as competent, caring, and effective team members, then the process of modelling and building effective teams and collaboration should be exemplified during health professions education. Some would say that academic collaboration is something of an oxymoron, often driven by long-standing academic traditions, working in our respective silos, and financial incentives that often continue to challenge collaboration. Even though students who enter our programs often idealistic about the promise of interprofessional collaboration, they soon become aware of this tension and often acclimate to it over time.
Tannebaum and Salas (2021), well-known researchers in organizations and team training, have identified 7 evidence-based drivers of effective teams: capability, cooperation, coordination, communication, cognition, coaching and conditions. This seminar teaches core elements of the 7 C’s, their application, and how they can be applied in participants’ professional settings. The seminar will prepare participants to build effective interprofessional and collaborative teams that model best practices in interprofessional health sciences and education with and for learners.
1. Describe seven drivers of effective teams;
2. Discuss common teamwork myths and their application in interprofessional teams;
3. Apply 7 drivers of team effectiveness to specific cases; and
4. Generate 1-2 action items to implement in their respective settings.
Following a brief overview of the evidence supporting effective teamwork practices and led by a team with experience teaching and implementing the 7C’s in practice and educational settings, participants will discuss myths and drivers of effective teams and how they interact with each other to create barriers and enablers to effective teamwork. Participants will review case scenarios, apply the 7C’s, and then briefly report how they could improve team performance and help plan subsequent team development.
Participants will record their understanding of the concept of effective teams at the beginning of the session and then describe how the session helped them to recognize where they can improve performance on their own teams. At the end, participants will reflect on the most important knowledge, skills, or attitudes learned and write a commitment to change pertinent to their interprofessional education and collaborative practice efforts.
1. Eichbaum Q. Collaboration and teamwork in the health professions: rethinking the role of conflict. Acad Med. 2018;93(4): 574-580.
2. Lacerenza C, Tannebaum S, Marlow S, Salas E. Team development interventions: evidence-based approaches for improving teamwork. American Psychologist. 2018; 73(4): 517-531.
3. Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., Kitto, S. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher, 38, 656-668.
4. Tannenbaum S, Salas E. Teams that Work: The Seven Drivers of Team Effectiveness. New York, NY; Oxford Press: 2021.
5. Thibault G. The future of health professions education: emerging trends in the United States. FASEBBioadvances. 2020;2(12)85-694.
6. Salas E, Bisbey T, Traylor A, Rosen M. Can teamwork promote safety in organizations? Annu Rev Organ Psychol Organ Behav. 2020;7: 283-313.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.