CLINED 706 : Interprofessional Learning, Teamwork and Patient Safety

Medical and Health Sciences

2023 Semester Two (1235) (15 POINTS)

Course Prescription

Explores and evaluates the evidence-base on interprofessional learning in the health professions. Evaluates the role of interprofessional learning in building effective healthcare teams.

Course Overview

Increasingly, health systems around the world are operating in multi-professional settings, with an emphasis on patient-centred care and multidisciplinary team care. Yet much of the formal learning that takes place during clinical training remains siloed - that is, conducted in uniprofessional groups. This course will provide an extensive overview of the value of interprofessional learning in the modern healthcare context, and how it is becoming increasing important in multidisciplinary care environments. The course will draw on knowledge of your own workplace settings and experiences while building knowledge about the value and importance of interprofessional teams, multiple professional perspectives, and communication across professional spaces.
To flourish in this course you will benefit from working in a clinical environment of some kind with people from at least one other health professional group. The issues and advantages of interprofessional learning (IPL) are well developed in the literature. We hope that this course will help develop your awareness of the opportunities for IPL in your own educational roles in the clinical environment. 

Course Requirements

No pre-requisites or restrictions

Course Contacts

Assoc. Prof. Craig Webster, Email:

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities

Learning Outcomes

By the end of this course, students will be able to:
  1. Identify problems within clinical workplaces in terms of the principles of the interprofessional learning (Capability 1.1, 1.2, 2.1, 3.2, 4.2, 5.2 and 6.1)
  2. Apply concepts of interprofessional learning to specific teamwork contexts (Capability 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.2, 5.1 and 6.2)
  3. Consider the potential of specific interventions to improve communication and teamwork in interprofessional teams (Capability 1.1, 2.2, 3.3, 4.2, 5.1, 5.2, 5.3, 6.1 and 6.2)
  4. Demonstrate the benefits of better interprofessional team work (Capability 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.2 and 6.1)
  5. Reflect on the value and benefits of interprofessional learning in clinical care teams (Capability 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, 6.1 and 6.2)


Assessment Type Percentage Classification
Assignment 1 (3000 words) 40% Individual Coursework
Assignment 2 (3000 words) 40% Individual Coursework
Reflection 20% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5
Assignment 1 (3000 words)
Assignment 2 (3000 words)

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, you can expect 0 hours of lectures, an 8 hour tutorial, approximately 80 hours of reading and thinking about the content and approximately 62 hours of work on assessments.

Delivery Mode


Attendance is [required/expected] at scheduled online activities including [labs/tutorials/studios/clinics] to [complete/receive credit for] components of the course.
The course [will/will not] include live online events including [group discussions/tutorials/lectures] and these will be recorded.
Attendance on campus is [required/not required] for the [test/exam].
Where possible, study material will [be available at course commencement/be released progressively throughout the course].
This course runs to the University semester/quarter timetable and all the associated completion dates and deadlines will apply.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Reading lists and other course resources will be provided within the online course pages, including full access to the University library. Any other resources needed will be provided by the course director.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Other Information

Course facilitators are available to guide students throughout the duration of this course and are happy to discuss elements or provide feedback at any point. Opportunity to demonstrate learning and understanding will be through the three formal course assignments outlined above. Beyond these deadlines, study structure and timelines can be entirely student-driven.
The online environment is an ideal context for active learning. The online discussion forums aim to progress learning further and enable exploration of some of the on-going debates and practical applications of interprofessional learning to individual contexts. 

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

The delivery mode may change depending on COVID restrictions. Any changes will be communicated through Canvas.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Published on 28/10/2022 07:57 a.m.