Module 9 Notes: Collaboration in Teams and Interprofessional Communication

Session context and objectives

• Module nine focus: collaboration in teams, interprofessional communication, and related skills.
• Prior modules covered communication skills applicable in interpersonal and therapeutic settings.
• In the next two modules, extend these skills to professional, multidisciplinary health care teams to enhance collaborative abilities and contribute to effective teamwork in professional groups.
• Today’s agenda includes an overview of assessment three and then in-depth coverage of collaboration in teams and interprofessional communication.

Assessment three details

• Quiz window and timing:
  • Open on a date discussed in the session: open on 15 August and close on 20 August at 11:55 PM. \text{Quiz window: open on }15\ \text{Aug},\ \text{closed on }20\ \text{Aug at }11:55\ \text{PM}.
  • It is recommended to complete the quiz early (e.g., by the 15th or 16th) to avoid delays in re-opening due to administrative steps.
  • If the quiz closes, reopening requires a multi-step process involving the subject coordinator, program director, and MyLearn team; thus late submissions are problematic.
• Documentation: you may need to submit valid documents (e.g., medical certificate) to access the quiz after the opening.
• Question formats: mixture of true/false, multiple choice, short answer, matching.
• Content scope for assessment three: terms interprofessional and interpersonal; micro-skills (parroting, paraphrasing, reflection of feelings, summarizing, etc.); solution-focused counseling; verbal and nonverbal communication; differences between open vs closed questions; empathic vs sympathetic responses; self-awareness of thoughts and communication style; emotional intelligence; SMART goals and cooperative goals; reducing miscommunication; handling conflict; barriers to communication; power, hierarchy, and culture in communication; five steps of the engagement framework; ISBAR framework; transfer of patient information between health professionals; mutual respect and two-way communication.
• Communication of assessment details: a reminder that the session and materials (including the coordinator’s email) will be forwarded to all students.
• Administrative note: rubric and assessment two details will be provided; students are encouraged to review rubrics carefully and start early.

Key concepts: interprofessional communication and collaboration

• What is interprofessional communication?
  • Definition from the session: when students or practitioners from different professions self‑identify and communicate effectively with each other in a collaborative, responsible, respectful, and responsive manner.
• Why is interprofessional communication important in health care?
  • Supports: patient safety, coordinated care, improved patient outcomes, collaborative decision making.
  • Reduces stress and burnout among staff working with patients.
  • Encourages continuous learning.
• Why are interprofessional communication skills important for collaboration with other health care professionals?
  • Ensures clear, respectful, and timely communication across disciplines.
  • Reduces errors, enhances patient outcomes, and ensures continuity of care.
  • Builds trust and respect among professionals from different disciplines, improving teamwork and collaborative decision making.
  • Minimizes misunderstandings and duplication of tasks, making health care delivery more efficient.
  • Helps address ethical issues collaboratively and supports culturally sensitive, patient-centered care.
  • Supports constructive resolution of disagreements and conflicts in a professional manner.
• Real-world relevance: two-way, cross-disciplinary communication is essential for safe and effective patient care, especially in multidisciplinary teams and during transitions of care.

Elements of effective interprofessional communication

• Core aims:
  • Clear understanding of care decisions among team members, patients, and families.
  • Trusting, respectful relationships with patients, families, and health care team members.
  • Appropriate use of information and communication technology to support patient- or community-centered care.
  • Organizing and communicating information to patients, families, and team members in plain language, avoiding discipline-specific jargon when possible.
• Key components:
  • Clarity: clear, direct, free from jargon to ensure mutual understanding across disciplines.
  • Active listening: demonstrated attentiveness, asking clarifying questions, acknowledging others’ viewpoints.
  • Trust and professional courtesy: valuing each professional’s expertise and contribution to foster trust and cooperation.
  • Open-mindedness and inclusivity: welcoming diverse perspectives and adapting based on team input.
  • Timely and accurate information sharing: information shared promptly and truthfully to support coordination and care.
  • Nonverbal communication: body language, facial expressions, eye contact contributing to rapport and message reinforcement.
  • Constructive feedback and standardized tools: providing and receiving feedback in a supportive, solution-focused manner; use of standardized communication tools (e.g., SBAR/ISBAR) to support team learning and safety.
  • Conflict resolution: managing disagreements respectfully and collaboratively to maintain team harmony and patient focus.
  • Recognition of individuality: awareness of how one’s own experience level, culture, power, and hierarchy affect communication; leveraging diversity for better outcomes.
• Practical guidance for generic interprofessional communication:
  • Encourage respect, sensitivity to others, appreciation of differences.
  • Promote assertive (not aggressive) communication.
  • Encourage agreeing to disagree when necessary.
  • Stay on task and ensure clear decision-making processes and accepted group decisions.

The SP A model and ISBAR framework

• SP A model reference:
  • The instructor briefly mentions a “spa model” and notes that some context existed but did not elaborate during the session; the focus then shifts to ISBAR.
• ISBAR framework (as presented in the session):
  • ISBAR stands for Identify, Situation, Background, Assessment, and Recommendation. It is a structured communication tool used in healthcare to ensure clear, organized handovers and critical information transfer.
  • In practice, ISBAR helps prevent omissions and misunderstandings during handovers, with the goal of safe clinical handover and transfer of information between professionals.
  • Practical interpretation of each component:
  • Identify: identify yourself and your role, and identify the patient.
  • Situation: explain what is going on with the patient and the reason for communication.
  • Background: provide relevant clinical background (medical history, medications, procedures, context).
  • Assessment: share your assessment of the problem.
  • Recommendation: state what you think should happen next, including any tests, reviews, or actions, and who is responsible.
  • Risk and assigned responsibility: specify risk considerations and who is responsible for next steps.
• Importance of ISBAR:
  • Improves patient safety through standardized communication.
  • Reduces errors due to miscommunication or incomplete information during handovers.
  • Provides a reliable script for interactions in high-pressure situations and supports legal and ethical standards.
  • Applicable across hospital settings (ward to theater, or handovers within multidisciplinary teams; also relevant at discharge or transfer to another facility).
• Practical note: incorrect or incomplete ISBAR communication can have harmful or life-threatening consequences for patients and residents in care.

Barriers to listening in clinical communication

• Potential barriers include:
  • Cultural and language differences, including language barriers.
  • Environmental factors: noise, lack of privacy, distractions, or external/internal disturbances.
  • Emotional reactions: anger, anxiety, defensiveness, or other strong emotions.
  • Assumptions about what the other person will say or do; premature conclusions.
  • Poor body language or nonverbal cues.
  • Multitasking during conversations or interruptions.
  • Lack of training or awareness in communication skills.
• These barriers can reduce objectivity and hinder effective listening and understanding.

Five steps of the engagement framework

• The session outlines a five-step engagement framework with components listed (some wording in the session is slightly overlapping, so the notes reflect what was stated):
  • Strategic planning
  • Think strategically
  • Analyze and plan
  • Resource and prepare
  • Design and engage
  • Review and measure
• Application context:
  • These steps are part of a framework for deliberate engagement in interprofessional practice and patient care planning.
  • The framework is connected to how information is transferred between health professionals, emphasizing mutual respect and understanding and two-way communication.

Transfer of patient information between health professionals and practical implications

• Core idea: two-way communication with mutual respect and understanding is essential when transferring patient information among health care professionals.
• Emphasis on structured, timely, and accurate information exchange to support continuity of care and patient safety.

Microskills and person-centered approach in interprofessional communication

• Microskills highlighted include:
  • Active listening
  • Reflection of feelings
  • Paraphrasing
  • Open-ended questions
  • Summarizing
  • Clarification
  • Silence
  • Nonverbal communication
  • Affirmation and validation
• More advanced aspects include:
  • Empathy
  • Congruence
  • Positive regard and patient-centered approach
• Practice implications: These skills support rapport-building, better information exchange, and collaborative problem solving within teams.

Aspiration for clinical practice and exam preparation

• Relevance of terminology and frameworks:
  • Interprofessional and interpersonal terminology and their applications in team-based care.
  • Use of ISBAR (and briefly SBAR-related concepts) to structure handovers and communications.
  • Understanding microskills as foundational building blocks for effective teamwork.
• Advice given in class:
  • Review the assessment rubric thoroughly to understand how marks will be allocated.
  • Start working on assessments early and practice with real-life or simulated scenarios (an example described involved using a simple situation with a family member to discuss observation and reflection as a practice exercise).
  • The instructor will forward the coordinator’s email with the quiz details to all students, but students should also monitor their messages for updates.

Closing and anticipated questions

• The instructor invites questions about ISBAR, barriers to listening, and any other topics covered in today’s module.
• The session ends with a note that the email containing the quiz details will be forwarded to everyone, and the class will continue with module material.
• Reminder: if there are missing emails or access issues, students should raise them so the instructor can assist and ensure everyone has access to the assessment information.

Key takeaways for exam preparation

• Interprofessional communication is essential for safe and effective care in multidisciplinary teams.
• ISBAR provides a clear, structured approach to handovers and critical information exchange.
• Clarity, active listening, and respect are foundational elements of effective communication across professions.
• Be mindful of barriers to listening (cultural, environmental, emotional, cognitive) and practice strategies to mitigate them.
• Engage with the five-step engagement framework for planning and executing patient-centered care and interprofessional collaboration.
• Review assessment rubrics and quiz windows; complete assessments early; practice with realistic scenarios to strengthen application of concepts.

If you have any questions or would like a condensed checklist of ISBAR components for quick reference, I can format that next.