The resources listed below are available to download from this site (or are linked to an external source). Each resource listed has an Educational Summary Report, providing an overview of the resource’s purpose and scope, as well as the resource format, author(s), instructional/assessment method(s) and competency domain(s). Some Medical Subject Headings (MeSH) are also included to assist you in finding similar resources in your own search.
The Rehabilitation in the Context of HIV (CWGHR) is a useful tool for professionals (students and practicing clinicians) that are both new and experienced in the field. The modules are intended to improve the understanding of rehabilitation for individuals with HIV and episodic disabilities by supporting the development of learner’s collaborative practice and interprofessional education.
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The Field Guide to Collaborative Care & Collaborative Care Toolkit is a useful resource for healthcare teams that are hoping to implement collaborative care in practice. The Field Guide provides a step-by-step guide to prepare, activate, deepen, and sustain interprofessional care in the workplace and the Toolkit includes three sets of resources to help facilitate this process.
The three resources included in the toolkit include the Collaborative Care TEAMFINDER (CCTF), Collaborative Care Activation Inventory (CCAI), and Collaborative Care Resource Inventory (CCRI). The CCTF is a self-assessment tool for care teams to recognize their patients, settings, and team roles & connections. The CCAI is a self-assessment tool for care teams to recognize and strengthen the characteristics of the work environment that help collaborative care emerge. The CCRI is a discussion tool for care teams to recognize different contextual resources that are useful in the collaborative care environment.
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The individual Teamwork Observation and Feedback Tool (iTOFT) was developed by a partnership of universities in response to the need for a structured means to observe and give feedback to student learners as they took part in an interprofessional teamwork task. Both basic and advanced versions of this tool have been developed and they are both formative assessments. The basic version is intended to assess students in low complexity activities who have little clinical teamwork experience. It includes observable behaviors within the domains of shared decision making and working in a team. The advanced version is for assessing senior students as well as junior health professionals. It includes observable behaviors in the more advanced domains of leaderships and patient safety in addition to the domains of shared decision making and working in a team.
Accompanying the assessment tools are the full project report and resource package. The project report provides an in-depth account of the development process for iTOFT. The resource package outlines best practices for the use of iTOFT by learners, educators, and clinical teachers.
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The iOSTE is a useful set of resources for clinical educators that are facilitating a group of interprofessional students, providing preceptorship to an interprofessional student team, and evaluating the team’s communication and patient care capacities. The iOSTE consists of a Facilitator Guide, Facilitator Preceptor Instructions, Standardized Student Guide, Team Observation Form, Evaluation Rubric, and Debriefing Facilitator Guide.
The Facilitator Guide provides suggested actions and scripts to use in the three scenarios. The Facilitator Preceptor Instructions provides the schedule, timeline, and information to prepare for each scenario. The Standardized Student Guide provides each scenarios’ instruction to students and their respective roles. The Team Observation Form is for the preceptor to assess the students on their IP patient-centered communication, IP team-based communication, and care plan. The Evaluation Rubric is for students to assess the preceptor’s behavior. The Debriefing Facilitator Guide consists of reflection questions for the faculty preceptor to give student learners to reflect on their IP experience.
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The TOSCE Assessment and Debriefing Guide is part of the Interprofessional Skills Assessment, created by the University of Alberta. It’s a guide for instructors to assess and debrief a TOSCE (Team Objective Structured Clinical Exam/Evaluation).
For observation and debrief, instructors complete the front of this guide. They complete a checklist on the students’ competencies in different areas and what role they played in a team setting. They also record their observations that they want to review with the students. On the back of the form is the TOSCE Assessment Guide. The instructors complete a checklist of observed behaviours that correspond to different competencies, note any observations that would warrant a deduction, and provide a score for the student team. The competencies explored here include communication, collaboration, and role clarity/clarification.
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The U of A Interprofessional Reflection Guide is a useful tool for students that are looking to reflect on their interprofessional experiences using a more guided format.
It provides the ‘what, why, and how’ of a reflection for the student to better understand what a reflection is and what it should look like. For the ‘how,’ it breaks down a reflection into different levels – describing, analyzing, and practice implications – and provides different questions that fall under the different levels of reflection for the student to use as a guide to help them in reflecting upon their experiences.
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The U of M Understanding Roles and Responsibilities tool is a useful resource for students who are hoping to gain a better understanding of the different healthcare professions and reflect on both their own and other professions’ roles.
The tool acts as a resource by going over brief explanations of the different roles of other healthcare professionals and also as a guide by providing reflective questions to the students with regards to their own profession and to gather their understanding of others professional’s roles and responsibilities
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The U of M Shared Leadership and Decision Making Guide/Tool is a useful tool for students that wish to prepare themselves for aspects of collaborative leadership and team functioning during their interprofessional clinical placements.
The tool reviews the different types of processes that can occur for shared decision making and also provides tips on both helpful and hindering behaviors for these processes. All of this information can serve as a resource for students to be aware of and actively take part in these processes.
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The U of M Conflict Analysis and Management Tool is a useful resource for students that hope to reflect on their conflict management styles and understand the different components and styles of conflict, based on a real or given scenario.
The tool serves as an educational resource by providing a general overview of the different conflict management styles and also as a reflective tool by providing questions that allow for the student to reflect on their own experiences and/or the given scenario.
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The U of M Module 3B: Student Manual ‘Interprofessional Practice Education in Clinical Settings’ is a useful guide for students who wish to prepare themselves for their clinical and interprofessional experience.
The manual consists of three parts – interprofessional care planning, patient and family-centered care, and targeted IP collaborative behaviors – that gives the student points of consideration for each of the three respective pieces in healthcare. With regards to the section on interprofessional collaborative behaviors, it specifically focuses on the understanding of roles and responsibilities, shared leadership and decision making, IP communication skills, and conflict analysis and management.
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