The module will commence by considering two questions 'How can patients be part of an interdisciplinary team?' and ‘How can an interdisciplinary team be managed?’ thereby enabling students to think in terms of inclusion of the patient and reflecting upon the possible advantages and disadvantages of this approach. Students will then be introduced to the main history, challenges, and factors influencing collaboration and partnership between patients and professionals, and various practices of interpersonal collaboration practices. Subsequent weeks will cover topics on role clarification, negotiation and conflict resolution.
Contact hours: 24
Private study hours: 126
Total hours: 150
MSc Management, Kent Business School (Medway Campus)
Main assessment methods
Coursework - Group presentation (20 minutes) - 30%
Coursework - Individual report (3000 words) - 70%
Reassessment Method
100% Coursework
Day, J. (2013). Interprofessional Working: An Essential Guide for Health and Social Care Professionals. Andover: Cengage Learning.
Ezziane, Z., Maruthappu, M., Gawn, L., Thompson, E. A., Athanasiou, T., & Warren, O. J. (2012). Building effective clinical teams in healthcare. Journal of Health Organization and Management, 26 (4), 428 – 436.
Gurtner, S. & Soyez, K. (2015) Challenges in Health Care Management - Are We Ready for What Comes Next. Switzerland: Springer International Publishing, Chapter 11.
Karazivan, P., Dumez, V., Flora, L., Pomey, M. P., Del Grande, C., Ghadiri, D. P., & Lebel, P. (2015). The Patient-as-Partner Approach in Health Care: A Conceptual Framework for a Necessary Transition. Academic Medicine, 90 (4), 437-441.
Leathard, A. (2004). Interprofessional Collaboration: From Policy to Practice in Health and Social Care. London: Routledge.
National Health Service (NHS). (2014). The Expert Patient: A New Approach to Chronic Disease Management for the 21st Century. London: UK Department of Health.
Weiss, D. F., Tilin, F. J., & Morgan, M. J. (2014). The Interprofessional Health Care Team: Leadership and Development. Jones & Bartlett Publishers.
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Demonstrate a critical understanding of the history, challenges, and factors influencing partnerships between healthcare professionals
and patients.
8.2 Demonstrate a critical understanding of the various roles and responsibilities of healthcare professional practice and identify the various
skills and competencies of interpersonal collaboration.
8.3 Identify complex problems and interventions in interdisciplinary healthcare teams.
8.4 Demonstrate advanced knowledge of healthcare strategies for role clarification, negotiation and conflict resolution.
8.5 Demonstrate a critical understanding of the advantages and disadvantages of the healthcare practice of partnerships with the patient and
their family.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Apply advanced knowledge and understanding of different inter-professional roles and possible related role conflicts.
9.2 Apply and integrate the concepts of inter-professional collaboration and partnership with patients and their family.
9.3 Verbally communicate information and debate on various collaborations and partnership with the patient and their family with fellow
students in a seminar setting and teaching staff through the written assessment.
9.4 Communicate effectively with collaborators and participants in an intervention situation, adapting communication styles for appropriate
'audiences'.
9.5 Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a
professional or equivalent level.
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