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Promoting Interprofessional Team Development in Team-Based Learning (TBL) Through Coaching and the Team Development

Wendy S Madigosky1, Michelle Colarelli1, Amy Nordon-Craft2

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This summary is machine-generated.

Expanding faculty roles in Team-Based Learning (TBL) to include Interprofessional Education (IPE) promotion and team coaching, alongside ongoing assessments, enhances interprofessional student team development.

Keywords:
CoachingFaculty developmentInterprofessional educationTeam assessmentTeam-based learning

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Area of Science:

  • Healthcare education
  • Team dynamics
  • Interprofessional collaboration

Background:

  • Traditional Team-Based Learning (TBL) faculty roles need enhancement for effective interprofessional team development.
  • Expanding roles to Interprofessional Education (IPE) Promoter and Team Coach is crucial.
  • Longitudinal teaming assessments are necessary for comprehensive development.

Purpose of the Study:

  • To introduce a novel conceptual framework for TBL faculty roles.
  • To describe a faculty development approach for supporting expanded roles in IPE.
  • To evaluate the use of the Team Development Measure (TDM) for assessing team progress.

Main Methods:

  • Developed a new conceptual framework for TBL faculty roles.
  • Implemented a faculty development program focused on IPE and team coaching.
  • Utilized the Team Development Measure (TDM) for longitudinal assessment of team progress.

Main Results:

  • The expanded faculty roles were conceptually well-received by participants.
  • Faculty development initiatives effectively supported the implementation of new roles.
  • TDM assessments indicated significant improvements in team development over time.

Conclusions:

  • Expanding traditional TBL faculty roles enhances interprofessional healthcare student team development.
  • The integration of IPE Promoter and Team Coach roles is effective.
  • Longitudinal assessments using TDM provide valuable insights into team progression.