Communication in healthcare teamwork

Code:

OPT06

Acronym:

CES

Keywords
Classification	Keyword
OFICIAL	Medicine

Instance: 2017/2018 - 1S

Active?	Yes
Responsible unit:	Public Health and Forensic Sciences, and Medical Education Department
Course/CS Responsible:	Integrated Master in Medicine

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIMED	81	Mestrado Integrado em Medicina- Plano oficial 2013 (Reforma Curricular)	2	-	3	28	81
			3

Teaching language

Suitable for English-speaking students

Objectives

Understand the importance of more effective communication in healthcare teams in order to identify and develop personal skills which result in more collaborative practices whiih enhance greater quality of healthcare deivered and assure patient safety.

Learning outcomes and competences

Participants will be able to:

(i) Identify and develop skills that lead to become a more effective member within a team;

(ii) Establish more effective team processes;

(iii) Improve team communication skills;

(iv) Optimize teamwork skills that enable the implementation of effective changes in the workplace resulting in patient and relationship centered perspective, job satisfaction, quality and efficiency of healthcare.

Working method

Presencial

Program

Definition of teams and interdisciplinary teams

Difficulties abnd advantages of teamwork

Collaborative practices

Core competencies for collaborative practice

Communication in teams

Assertiveness

Leadership

Trust

Situational Awareness

SBAR Model

Debriefing

Experiential training on team communication

Mandatory literature

Leasure, E.; Jones, R. Meade, L.;Sanger, M.; Thomas, K.; Tilden, V.; Bowen, J. & Warm, E. ; There Is No “I” in Teamwork in the Patient-Centered Medical Home: Defining Teamwork Competencies for Academic Practice., Academic Medicine, 2013; 88(15):585-92, 2013
Olupeliyawa, A.; Balasooriya, C.; Hughes, C. & O’Sullivan, A. ; A. Educational impact of an assessment of medical students’ collaboration in health care teams. , Medical Education, 2014; 48:146-56, 2014
Olson, R. & Bialocerkowski, A. ; Interprofessional education in allied health: a systematic review. , Medical Education, 2014; 48: 236-46, 2014
Cowie, N.; Bowen, A.; Kuling, S.; Premkumar, K.; Burbridge, M. & Martel, J. ; Health Quality Improvement Using Instructional Communication and Teamwork Videos: An Outcome Study, Creative Education, 2014; 5(1):36-45, 2014
Leggat, S. ; Effective healthcare teams require effective team members: defining teamwork competencies., BMC Health Services Research 2007, 7:17, 2007

Teaching methods and learning activities

Seminars - theoretical foundation of interdisciplinary teams. Definition, general principles of collaborative practice, introduction of the SBAR Model

Small group sessions -  Group Dynamics

Experiencial training: Simulation and Role-Play with discussion and assessment of communication skills in teams

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	5,00
Trabalho escrito	45,00
Trabalho laboratorial	10,00
Trabalho prático ou de projeto	40,00
Total:	100,00

Calculation formula of final grade

ASS(5%) + GD (40%)+ Sim (10%) + CR (45%) = Final classification