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TeamSTEPPS® for Office-Based Care offers techniques, tools, and strategies to assist health care professionals in developing and optimizing team knowledge and performance in an office-based care setting. The course is intended for practice facilitators—individuals who play a key role in leading and assisting practices with their quality improvement and practice transformation efforts.

The Clinical Prevention and Population Health Curriculum Framework provides a common core of knowledge for clinical health professions about individual and population‐oriented prevention and health promotion efforts. The Framework can support interprofessional prevention education and practice. The CPPH Framework is a product of the interprofessional Healthy People Curriculum Task Force, established in 2002 by the Association for Prevention Teaching and Research (APTR).

This online, self-paced course is for healthcare providers who wish to examine aspects of intercultural communication that may present obstacles in healthcare settings, and develop strategies for effective intercultural communication that can be used in clinical practice. It is intended to help you explore and reflect upon your own cultural values and beliefs about healthcare, and your relationship with patients from all cultures.

Topics: 

• The significance of cross-cultural communication in healthcare

This online, self-paced course is designed for health professions students (including dental students) to provide a foundation in cultural competence and strategies to appropriately address cross-cultural issues in clinical settings. The course will prepare you to begin the journey toward competently and confidently interacting successfully with individuals from a diversity of cultures.

Topics: 

• Beginning the Journey: Awareness

• Building Cultural Knowledge

• Cultural Sensitivity

This course prepares students, faculty and healthcare providers to perform their roles in assessing the risk of falls of people over age 65 as part of the Right Side Up project, currently in Fergus Falls, MN. The course illustrates how an interprofessional student program can provide value to a community, with a straightforward training and assessment program provided as an online component.

This online, self-paced course provides learners with foundational knowledge of interprofessional teamwork concepts. Topics include:

• Stages of team development and group processes
• Effective teamwork and high quality patient care
• Interprofessional collaboration competencies
• Team structure strategies
• Application of teamwork in clinical rotations

Register for this free course. 

This course provides an overview of the field of palliative care, including a self-assessment on basic palliative care concepts. The course also provides overviews and resources for each of the eight domains of palliative care (defined by the National Consensus Project) to be used as clinical practice guidelines for quality palliative care.

This online, self-paced course is designed for students and faculty/clinical professionals to learn how to optimize the use of social media tools in their personal and professional lives. Many people will say, “Hey, I know all that already!” However, actual viewing and reflecting on real-world inadvertent social media misuse can provide new insights into every day practices.

Topics

• Common social media sites and their purposes

• Safe ways faculty and students can use social media sites

This activity will engage students in a care conference while struggling with the labels that direct how others treat them during the care conference.  Each member is given a role to play in the care conference that is visible to all team members.  They are also given a label dictating how they should be treated by the team members that only the other students on the team can see.  The patient care conference is then follwed by a guided debriefing.

The activity is based on the Labelling/Stereotype Exercise created by the University of Toronto.

From Madness to Methods is an evidence-based learning exercise developed by faculty from the Medical College of Wisconsin (Simpson et al., 2010) to provide educators with alternative instructional methods for achieving educational objectives. This active group exercise engages participants for a 1.5-hour session. The object is for each participant to identify one or two new instructional methods to incorporate into their teaching repertoire.