Post on 24-Dec-2015
Goals of IPE Session for Student Trainees
• Recognize one another’s roles in healthcare• Learn team-building and collaborative roles in
the context of a patient case• Identify characteristics of functional teams• Review strategies for team-building and
conflict resolution
IPE Faculty Roles
• Recognize one another’s professional roles• Collaborate to achieve trainee learning
objectives• Facilitate small group (team-based) case
discussion and decision-making• Give feedback to your teams• Summarize and reflect on learning
Today’s Learning Objectives
By the end of session, you will:
• Recognize one another’s professional roles• Identify characteristics of functional teams• Identify characteristics of effective IPE
facilitation• Roleplay facilitation of role recognition among
learners
Learning Objective 1: Identify characteristics of effective IPE facilitation
As you watch this video, identify the characteristics of effective and ineffective IPE facilitation.
• What was done well in facilitation?• What could be improved, and how?• What are consequences of poor facilitation?
Consider how you might improve your own IPE facilitation style.
Facilitator Roles
• Directing/Forming: set climate, clarify roles and goals, build group identity
• Coaching/Storming: legitimize concerns, invite feedback, accept and expect tension
• Norming/Performing: offer resource, share leadership, consult and coach (1 on 1)
• Delegating/Separating: adjust style, let go, anticipate termination
Learning Objective 2: Facilitate role recognition among learners
Watch the video and…
• Consider what would you do as a facilitator
Pitfalls in Facilitating Role Recognition
Usual Facilitation IPE FacilitationPitfall Solution/Remedy/Prevention
Role Recognition
• Sets climate for team work
• Gives equal voice to every team member
• Corrects misperceptions or assumptions
• Opens learning conversation for cross-fertilization
• Establishes common vocabulary for learning
• Anticipates future conflicts
Team Dynamics and Conflict
• Consider power dynamics and hierarchy
• Were ground rules established?
• Is diversity strength or hindrance?
• What are underlying assumptions? (gender, status, seniority, age, education)
• What is antecedent for decision-making?
Managing Potential Conflict
Proactive• Observe team behavior• Use tools (e.g., MBTI)• Establish trust early (e.g., personal histories)
Reactive• Acknowledge potential conflict• Facilitate problem-solving: respect, support,
process• Team effectiveness exercise• Member strength/weakness exercise
1. Zwarenstein M, et al. Cochrane Database Syst Rev. 2009;(3):CD000072.2. Reeves S, et al. Cochrane Database Syst Rev. 2008;(1):CD002213.
Learning Objective 3: Dynamics and Processes
Watch the video and observe:• What team dysfunctions are apparent?• What escalated conflict?• Which stakeholders were affected by the
process?• Where dysfunction could be addressed?
How might you act as a facilitator for this team?
Dynamics and Processes
• What team dysfunctions are apparent?• What escalated conflict?• Which stakeholders were affected by the
process?• Where dysfunction could be addressed?
What would you do if you were the facilitator for this team?
Dynamics and Processes
*http://ipe.utoronto.ca/educators/competencies.html
Inattention to Results
Avoidance of Accountability
Lack of Commitment
Fear of Conflict
Absence of Trust
• Status and Ego
• Low Standards
• Ambiguity
• Artificial Harmony
• Invulnerability
Address Conflict and Dynamics
Build trust• Understand motivation• Personal stories of origin (autobiographies)
2. Establish ‘conflict culture’ (safety)• Profile team and members (Thomas-Killman)• Conflict norming
3. Manage meetings (‘Death by meeting’)• Use ‘Lightning rounds’• Encourage voices
Address Conflict and Dynamics
Get commitment• Remove assumptions• Get ‘buy in’ and ‘clarity’• Commitment ≠ Consensus• Use cascading communication
5. Establish accountability• Common thematic goals (‘patient outcome’)• Peer to peer communication• Facilitator leadership (strength/weakness exercise)• Keep scoreboard (list milestone accomplishments)
Ask for Team Assessment ≈ Reflection
• How did we do today as a team?• What enabled/supported our collaboration?• Were team members heard and respected?
If not, how can we improve?• Did anything interfere with ability to
contribute?• What else might improve our interaction?
REFLECT
Provide Your Feedback to IPE Team
Feedback should • Start with team self-assessment• Be based on direct observation• Be clearly stated and prefaced• Be regular• Be balanced• Be specific
Use ‘teach-back’ to ensure message is received
Faculty Exercise (Role Play)
• Break into groups of 6 to 8• Two will be faculty mentors, the rest will be trainees
from the 3 professions (one scribe)• Faculty: using the script, go through case with your
trainees and facilitate case discussion using steps described
• After 10 to 15 minutes• Scribe will list record strengths and weaknesses of the
process• Report findings to large group