Interprofessional Team Reasoning Framework as a Tool for Case Study Analysis with Health Professions Students: A Randomized Study

Kathleen Packard, Hardeep Chelal, Anna Maio, Joy Doll, Jennifer Furze, Kathryn Huggett, Gail Jensen, Diane Jorgensen, Marlene Wilken, Yongyue Qi


Background: This pilot study evaluated the efficacy of the Interprofessional Team Reasoning Framework (IPTRF) to facilitate teaching and learning case studies with health professions students.

Methods and Findings: Eighteen interprofessional students were randomized to teams of six and were videotaped while completing a case. Team 1 (control) received only the case; team 2 received the case plus framework; and team 3 received the case, framework, and was shown videotaped examples of interprofessional interactions. The primary endpoint was students’ perceptions of interprofessional skills as measured pre and post intervention using a modified Team Skills Scale. The secondary endpoint was student performance as assessed by blinded individuals using a standardized rubric. The results revealed that students’ perceptions of team skills were significantly improved in team 2 and team 3 but not team 1. Students’ performance of their case as assessed by blinded faculty was significantly better in team 3 compared with teams 1 and 2.

Conclusions: In this study of six disciplines, the IPTRF, in combination with modeled examples of interprofessional communication, was an effective tool to teach skills necessary to workup a patient case, which included collaboration, communication, and values/ethics. As the landscape of interprofessional education evolves, tools like the IPTRF will facilitate incorporation of these skills into health professions education.


Randomized study; Interprofessional education; Teamwork; Interprofessional; Case studies; Interdisciplinary; Team

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