A Systems Dynamics Approach to Prevent and Resolve Interprofessional Team Conflict
- Analyze team conflict through the innovative lens of “systems” thinking,
- Apply systems dynamics to evaluate the factors influencing team conflict in an educational setting,
- Identify pathways to prevent, minimize, and address team conflict based on evidence-based practices.
Interprofessional learning environments must provide a safe space for engagement and collaboration (Howie & Tauchert, 2019; Edmondson et al., 2016). What if an educator is faced with a student labeling a situation “discriminatory” without substantiation? What evidence is necessary to facilitate appropriate discussions and actions? How do we address these circumstances to resolve conflict with minimal disruption to the learning experience? How can policy facilitate a safe, legal environment, professional standards, and interprofessional education (IPE)? Our workshop will help participants navigate this environment and team conflict through the innovative lens of systems theory, discussing “undiscussable” IPE conflict and modeling an experience that can build confidence to manage future IPE conflict situations (Rudolph et al., 2013). System dynamics (SD) is a method of studying our world by looking at the entire system and how each person and variable interact and change one another (Forrester, 1971; Senge & Sterman, 1992). Systems thinking is the analytic process applied to identify and understand a system of individuals, teams, and organizations, to predict and create modifications of cause and effect where solutions are accomplished through collaborative effort (Forrester & Senge, 1980; Stalter et al., 2017; Arnold & Wade, 2015). Ultimately, our session will help participants dissect conflict for the nuanced situation by using the tools of system dynamics and systems thinking. Application of these theories will help decipher the underlying issues of conflict and best practices in addressing each.
The workshop begins with a case video, followed by guided questions and polling to gather reactions and potential responses to the situation. A short Power Point session will include information about systems theory/thinking, conflict management, and workplace discrimination policies. Supplementary materials will be provided via handout within Zoom. (25 minutes)
If the group is too large for interactive dialogue, small groups will be led by faculty facilitators or led as a fishbowl exercise. Participants will discuss the case, then draft a system dynamics diagram using the technology “Explain Everything” (a free whiteboard program for collaboration https://whiteboard.explaineverything.com/). (20 minutes)
The group(s) will explain their diagram(s), conflict analysis, and decision-making, followed by final faculty debriefing for the exercise. Participants will be able to use the information from this seminar to construct/revise course and institutional policies, identify potentially discriminatory behaviors in an IPE setting, and use the concepts of systems dynamics to enhance their conflict resolution skills. (15 minutes)
Active Learning Strategies
Video, Zoom polling for guided case dissection, Powerpoint, instructions for whiteboard technology, systems dynamic template, and supplementary materials that enable participants to
- describe the psychosocial factors that underpin the conflict and allegations of discrimination in the case,
- discuss relevant discrimination statutes, professional standards of conduct, and workplace policies, and
- apply systems dynamic theory.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the OICPD is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The OICPD maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change