Interdisciplinary and interprofessional teamwork, care planning, quality management, clinical paths

This course is available for different programmes in health care, health sciences and medicine. Students collaborate in interprofessional teams by means of cases. The core competences that are to be achieved are linked to the following academic competences of the UGhent competence model: Understand the coherence of the own domain of science and practice with other domains, and use this knowledge in the context of advanced concepts, ideas and applications (1.2) Apply methods of decision-making autonomously in the context of advanced concepts, ideas and applications (1.8) Make use of standard methods constructively in the context of advanced concepts, ideas and applications (1.8) Analyse complex problems (3.1) Generate reasoning of good quality according to specific professional knowledge and scientific criteria (3.2) Make sound judgements in contexts of uncertainty or lacking information (3.3) Reflect in a systematic, autonomous and critical way on thinking, learning, decision-making and acting of self and of others, and work towards adequate solutions (3.6) Report and present (orally and in written) about own research and problem-solving, and about the (place and function of) own working domain with colleagues and other persons (4.1 and 4.2) Collaborate in a multiprofessional context (4.4) Integrate ethical and normative issues in scientific work (5.3) Integrate societal responsibility and engagement in scientific work (5.5)

• Common learning trajectory: Competences of health care workers, Plan interprofessional care
• Advanced trajectory: Quality management by consultancy and collaboration, Interdisciplinary clinical paths

The student has to have completed at least two years of study in the domain of health care, medicine, health sciences, pharmaceutical science or social work. More specifically the student has to have the following competences when starting this course: Listen actively and consult/confer in a small group Formulate his/her own opinion in a clear and differentiated way Report (in written) an action or a consultation Evaluate the possibillities of intervention from his/her own discipline/profession for a specific pathology or patient Write up a diagnostic profile with inclusion of the ICF-framework Write up a plan for intervention and care from his/her own discipline/profession Formulate working goals, and adjust these on the basis of feedback
If a student has not successfully completed the second year of study, then the responsible tutor/coach of the specific programme evaluates if the student has acquired the necessary entry-level competences. The programme responsibles indicate which courses in the programme have to be completed before entering the course of interdisciplinary and interprofessional teamwork. It is necessary for the student to have clinical experience before or during the course, since practice-based reflection is an essential element in the learning process. Also it is important, although not mandatory, that students already have experienced group assignments, role play, and case-based teaching & learning.

Course material of the InterDis Teaching group, involving a workbook (portfolio) and additional documents which are downloadable on the website (www.interdis.be). The workbook costs about 2,50 euros.

Students are allocated to an interprofessional team, guided by a teamcoach. Each student also has a coach from his/her own discipline. Students receive feedback and coaching also on an individual basis, according to needs and (self-)assessments.

Classroom lectures; Lab sessions; Projects

Evaluation throughout semester. Special conditions: The evaluation is done by coaches on the basis of observation of student activities during the practical sessions, and on the basis of their assignment reports. Activities in team sessions cannot be repeated for the second period of exams; reports can be adjusted/reworked. The assessment id competence-based; the score is not a simple adding up of components. Crucial faults or serious underachievement in one of the learning units can lead to failure on the total course.

During semester: graded project reports. Second chance: Possible in adapted form
Frequency: During all practicals, and feedback on assignment reports