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Interdisciplinary health care teams (IHTs) are essential for the delivery of health care to frail elderly persons. Teaching professionals how to function in health care teams is difficult. Educators often use linear group development theories for teaching about IHTs. However, distinguishing features of the health care field, such as the diversity of the health professions, the ongoing nature of IHTs, high turnover in health care facilities, and incongruous development of the team and its members, may render linear group theories insufficient as models for IHTs. A team that has moved through its basic developmental phases once or twice may not be an effective role model for teaching health professionals about IHTs. IHTs develop and function in unpredictable ways and, depending on their cultural depth, may be negative role models for professionals. As a team develops, long‐term members should assume leadership roles as teachers of teamwork. Methods for constructively confronting conflict with a focus on integrative problem solving allow team members to move beyond basic group development tasks and to promote continuous reassessment of the team's established norms. Skills in conflict management, problem solving, and assumption of functional leadership are necessary for team members who assume the leadership role of teaching teamwork. In addition, evidence of constructive confrontation may be a good indicator of an IHTs readiness to model teamwork.

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