Exam 9: Professional Teams, Interprofessional Education, and Collaborative Practice

Which of the following best names a team composed of members from more than one discipline in which members work independently, interact formally, and have responsibility, but the team is still held accountable for outcomes and projects?

Which of the following best describes the skills necessary for effectively leading an interprofessional team?

The World Health Organization (WHO) has been slow to adopt the concept and value of interprofessional education.

Which of the following is the most accurate definition of interprofessional education?

Which of the following best names a team composed of members from several disciplines working interdependently in the same setting and who coordinate work and communicate more formally to contribute to an interdisciplinary plan of care?

Which of the following best defines the term collaborative competencies?

Which of the following best describes the relationship between interprofessional education and the provision of optimal health services?

Which of the following best names a team composed of persons with specific expertise and knowledge from different functional areas who work together to achieve an assigned goal or fulfill a specific purpose for the organization, where each member brings his or her expertise and contributes in a unique way to the team's functioning and outcomes?

Which of the following is not one of the four domains for core competencies identified by the International Education Collaborative Expert panel?

Which of the following is a key difference between a group and a team?

Which of the following best names a team without discipline-centered boundaries on which team members collaborate, prepare, and supervise the sharing of disciplinary functions while retaining ultimate responsibility for services provided in their place by other team members?

Collaborative competencies are those that members of different professions need to work together with others, such as other specialties within a profession, between professions, with patients and families, with nonprofessionals and volunteers, within and between organizations, within communities, and at a broader policy level.

Explicit measures, indicators, or statements that define specific areas of knowledge, skills, and abilities related to essential functions and assigned duties within a job or role are best called:

Which of the following most accurately describes the status of interprofessional education as presented in Chapter 9?

A major factor that has limited the growth and focus of interprofessional teams is the development of a more complex and globally connected health system.

Teams that operate with a high level of autonomy and responsibility but are still held accountable for outcomes and projects and to common conceptions about how work is performed within the particular organization would best be called:

Which of the following is not a characteristic of a high-performing team?

A key element of the definition of a team is operating with a high degree of interdependence while working toward a common goal.

Which of the following is an impetus for the increased focus on interprofessional teams?

Which of the following is not identified as an advantage of collaborative practice in Chapter 9?