F A Qs
(Frequently Asked Questions)

How does this course help me to learn about interdisciplinary practice?

Traditional health care training has been somewhat like parallel play, with the various professional socialization processes taking place under conditions of spatial proximity and conceptual isolation. In this course, the emphasis is clinical learning and professional socialization through a process of case-based interprofessional problem solving. In this course, students from nursing, pharmacy, medicine, dentistry, public health and social work are challenged to view the patient's issues from multiple perspectives rather than one exclusively. In addition, students will be encouraged to share with one another those aspects of clinical expertise they are learning within their own professional schools.

Why the use of pseudonym's for class discussions? Why don't students just say their names and identify their disciplines?

We have tried various approaches to teaching this course, including the open disclosure format typical to most courses. Not surprizingly, when we mix students from different schools and different levels of clinical experience, there is often a strong reluctance on the part of some students to risk opinions and risk crossing arbitrary professional boundaries. Many students fear personal and professional embarrassment, so the only ask or offer what seems extremely safe and conventional. In contrast, where students are not forced to disclose personal and professional identities and where norms of mutual respect and civility prevail, dialog flourishes.

What is problem-based learning?

There are many versions of "problem-based learning", but the core element is that students develop knowledge and skills essential to professional practice through the problem solving process. In this case the problems are embedded in a set of clinical cases, and problem solving process that places emphasis on interdisciplinary discussion. The course is designed to mirror professional practice, where health care professionals with diverse but complimentary backgrounds seek together to identify the critical questions and sources of information needed to design an effective plan of care.

How do I access and participate in interactive class discussions?

Class discussions take place on an extremely user friendly electronic platform accessed through the course website, by clicking on the "Student Comments" button. This action will bring up a screen that will prompt you to enter a username and password (which will be provided to all students registered for the course by the instructor). Once the correct username and password is entered, a very self-explanatory screen will appear that prompts the comment entry and comment review process. Student comments on each case are displayed somewhat like the transcript of a play or a trial, with each comment preceded by the date/time of posting and the student's assigned pseudonym.

Although participation in interactive class discussions is a course requirement, I am not sure what is expected of me.

There are really three expectations. The first is you are an active participant. This means that as each case is considered by the class you post at least a couple of questions or comments that are relevant to the issues under consideration. The second expectation is that the questions or comments you post do at least one of the following: a) endeavor to add relevant information, b) challenge information or assumptions that may be incorrect, or c) point out critical questions. The third expectation is that your comments or questions are posed in a manner that promotes civility and mutual respect. What follows (in red) is a very brief example of a discussion about a case involving all three expectations:

On 8/11/99 Sally B. wrote:

A B/P of 145/90 suggests borderline hypertension, which suggests that we need to talk with the patient about monitoring that problem.

On 8/11/99 Ethel S. wrote:

I agree with Sally B. about the diagnosis of borderline hypertension, but I understand that there is a growing consensus in the medical community that even borderline hypertenstion can cause cardiovascular damage and should aggressively treated with medications.

On 8/12/99 George W. wrote:

I am concerned that we may be imposing an unnecessary medical expensc on an already financially distressed patient. What evidence do we have that "convention" is the medically appropriate thing to do here. How much does this proposed medication cost? What are its benefits?

On 8/12/99 Dr. Almgren wrote:

Ethel and Sally are both correct, but George asks some great questions. Is there someone who would like to do some research on this issue? I will post any relevant articles found.

On 8/12/99 Genny M. wrote:

I would like to see what I can find on it and get back to everyone in a day or so.

What do the bi-weekly debriefing sessions consist of?

The debriefing sessions are conducted by a faculty member having a high level of expertise on particular case. The faculty member will review with the class the particulars on the case, the clinical implications, and will provide a critique of the class problem based learning discussion of the case. It is expected that the class will have been able to identify most of the relevant issues and treatment implications, and perhaps new insights not anticipated by the faculty. This will be an open discussion format, with strong emphasis on student participation.