Fostering an Organizational Culture of Teamwork: An Interprofessional Didactic Project

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Fostering an Organizational Culture of Teamwork: An Interprofessional Didactic Project

Experience Status


Approval Date Range

3/21/2017 - 11/9/2024

Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Case-based and/or problem-based learning
  • Didactic learning

IPEC Core Competencies Targeted by this IPE Experience

  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Organizational characteristics, such as organizational culture, are important aspects for interprofessional teamwork, quality of care, and patient outcomes. Studies have demonstrated that interprofessional teamwork is influenced by organizational culture. Further studies have shown that teamwork predicts job satisfaction. In fact, organizational culture is often considered as the precondition of teamwork in the healthcare setting. Several studies have shown the effects of interprofessional teamwork on outcome criteria on the patient/family, employee/staff, and organization domains. On the patient/family domain, high quality teamwork is linked with higher patient satisfaction ratings and compliance, improved quality of treatment, improved patient safety and better clinical outcomes. On the employee/staff domain, high quality teamwork is linked to higher job satisfaction, greater well-being, improved mental health, better team climate, and increased team efficiency. On the organization level, high quality teamwork is associated with cost savings, higher workforce retention, and reduced employee turnover. The aim of this interprofessional didactic activity is to target concepts of organizational characteristics, including teamwork, employee motivation, and employee retention, which lead to improved patient, employee, and organizational outcomes.

The activity will be a course assignment within one of the Master of Science in Healthcare Administration (MSHA) core courses, HPHA 5307: Human Resources Management. The Master of Science in Healthcare Administration is a fully online graduate healthcare administration degree geared towards working healthcare professionals who are seeking to obtain the skills and knowledge necessary to advance as a successful healthcare leader. Because the MSHA program is for working healthcare professionals, students are from a wide variety of clinical backgrounds. A student cohort will typically include the following professions: healthcare administration, nurses, physicians, physician assistants, respiratory therapists, physical therapists, occupational therapists, medical technologists, radiology technologists, speech therapists, emergency medical professionals, and others.

During this didactic activity, students will be divided into interprofessional groups of six or seven, with various professions represented in each group. The activity will consist of the group responding to a scenario-based case study concerning employee motivation and turnover in a hospital setting. The group will interact as a committee formed to discuss this issue for each of their respective professions, as well as for the group and organization as a whole. The group will prepare a report discussing this issue, how it relates to each of their professions, and the formulation and implementation of a strategy or strategies to address the issue. The students in each group will communicate via discussion forums. Each group member will be provided Interprofessional team strategies to help them to have a better understanding of how to effectively work in a collaborative team environment. There will be a high level of interactivity among group members within the forum. The group paper will discuss each of the professions and will be a learning activity that they work on and complete together. Another aspect of the assignment requires each student to summarize what they learned through this project, what they learned about the other professions represented, and also what they learned about working in collaboration with an interprofessional team.

The learning objectives for this activity and assignment are that at the end of the assignment, students will be able to:
• Discuss the importance of employee motivation and empowerment
• Describe the challenges faced by various health professions in regard to employee motivation and turnover
• Discuss the importance and benefits of working in an Interprofessional collaborative group

Level of IPE Integration

  • 1. Foundations Level: Consists of introductory learning activities that provide learners with the opportunity to interact and learn from professionals and peers from disciplines beyond their own. The desired outcome for activities offered at this level is that learners will gain a deeper understanding of their profession while gaining an appreciation for the perspective and roles of other professions.

Attendance or Participation in the IPE Experience

  • Certificate credit
  • Course requirement - HPHA 5307
  • Program and/or school requirement - MSHA program requirement

Frequency of the IPE Experience

  • 02. Semesterly
  • This activity will be conducted once per semester throughout the academic year.

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • The activity will encompass two weeks of the course.

Campus and/or Location of the IPE Experience

  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • Approximately 25 - 35 students per semester, with the course being offered in three semesters throughout each academic year.

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

  • Healthcare Administration, MS

School of Medicine Audiences

School of Nursing Audiences

School of Pharmacy Audiences

School of Population and Public Health Audiences


IPE Learning Objectives for the Experience

Values and Ethics

  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.

Roles and Responsibilities

  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.


  • C06. Use constructive feedback to connect, align, and accomplish team goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.

Teams and Teamwork

  • TT04. Use shared leadership practices to support team effectiveness.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.

Type of Learner Assessment Administered

  • Self-reflection with facilitated debrief
  • Summative assessment

Formal Assessment Protocol used, if Applicable

The group assignment, individual assignment, and individual participation within the group will be graded according to the attached rubric.

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors

Provide Details on the Potential Sustainability of the IPE Experience

  • Integrated into a course and/or experiential rotation requirements
  • Integrated into program curriculum
  • This IPE learning activity will be integrated into the MSHA curriculum. It is included as an assignment in a core, required course in the program.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Instructors and/or preceptors
  • Faculty will serve as instructors in this learning activity.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Health Professions

Contact Person(s) and Contact Information for the IPE Experience

Sharon Hunt
MSHA Program Director
(806) 743-9009