Interprofessional Learning Pathway

INT D 410: Interprofessional Health Team Development

Interprofessional Health Team Development (INT D 410) offers students the opportunity to develop the interprofessional team skills that will prepare them to meet the challenges of their future work environments.
As a component of the Interprofessional Learning Pathway, INT D 410 enables students to develop core interprofessional competencies:
  • Communication: Communication skills that enhance interprofessional team function
  • Collaboration: Interprofessional team process skills that achieve common goals
  • Role Clarification: Understanding of own role and the roles of others in an interprofessional context
  • Reflection: Critical evaluation of professional and team practice in an interprofessional context
More information: INT D 410 Learning Objectives

Course Scheduling and Structure

There are two versions of INT D 410. They both include the same core content and overall volume of work, but are structured very differently. There is some variation among the streams in the specific case studies or other learning activities used.

Version 1: INT D 410A & INT D 410B

This version is also called Essentials of Collaborative Practice (ECP). There are 10 modules across Fall and Winter terms, for a lighter load in the winter term compared with the traditional winter-only version of the course.

Fall term:

  • Module 1: Attend the 3-hour Interprofessional Practice (IP) Launch on Friday, September 14, 2018. (Students who have attended the IP Launch in a previous year get advance credit and do not need to attend again in Fall 2018.)
  • Module 2: Complete online readings, videos, and discussion postings over 2 weeks in late Sept and early Oct. No face-to-face sessions. Materials will be available in eClass.
  • Module 3: Attend a 3-hour interprofessional learning experience. There will be options to choose from over Oct-Nov and students pick a session that fits their schedule. Options will be available in eClass.

Winter term:

  • Modules 4-8 and 10: Face-to-face classes in the Winter term. There are three possible time slots: Tues 2-5 pm, Tues 6-9 pm, or Thurs 6-9 pm. Classes take place on (mostly) alternating weeks. The specific schedule will be posted in the syllabus.
  • Module 9: Attend a 3-hour session at Help Save Stan on Saturday, March 2, 2019. A specific time will be assigned to each student. This is a multi-institutional healthcare simulation event held in partnership with MacEwan, NAIT, and Norquest College. Visit the Save Stan website for more information.
More information: Fall 2018 - Winter 2019 course outline for the ECP stream

Version 2: INT D 410 Winter only

Attend class once per week for 10 weeks during the Winter term (January - March). Students in this stream will be placed in one of the following special streams for Winter 2019 (information and a preference form will be emailed to registered students in Nov 2018):

  • Bariatric Care (Obesity Management)
  • Immigrant & Refugee Health
  • Online Distance Education (using Adobe Connect)
  • Palliative Care (including hospice, end-of-life care)
  • Pediatric & Family Practice
  • Vulnerable Populations (including Community Health, Mental Health/Addictions)

More information: Winter 2019 special stream descriptions

Registration Information

Students: Please refer to the Registration Information file for details on course scheduling and registration codes. Please note that there are separate codes for each program (e.g. Pharmacy, Dietetics, etc.), version (Fall+Winter or Winter only), and time slot (Tuesday afternoon, Tuesday evening, or Thursday evening). All the codes are provided in the Registration Information file.

Additional Information

  • Both versions of INT D 410 are worth 3 course credits with grading on a credit/no-credit basis.
  • Close to 1000 students participate from 14 health science programs.
  • Students are normally grouped into class sections of approximately 6 interprofessional teams, with each team comprising 6-8 students.
  • Teams engage in small-group process learning to analyze and improve their team process skills: the ways in which they build relationships, communicate with each other, and make decisions toward achieving team tasks.
  • Each section is guided by 2 facilitators.
  • Facilitators come from two sources: faculty members from the health science programs and community facilitators who are practitioners from varied health science disciplines.