INTERDISCIPLINARY GERIATRIC TEAMS - APPROACHES TO CONFLICT AS INDICATORS OF POTENTIAL TO MODEL TEAMWORK

Interdisciplinary health care teams (IHTs) are essential for the deliv ery of health care to frail elderly persons. Teaching professionals ho w to function in health care teams is difficult. Educators often, use linear group development theories for teaching about IHTs. However, di stinguishing features of the health care field, such as the diversity of the health professions, the ongoing nature of IHTs, high turnover i n health care facilities, and incongruous development of the team and its members, may render linear group theories insufficient as models f or IHTs. A team that has moved through its basic developmental phases once or twice may not be an, effective role model for teaching health professionals about IHTs. IHTs develop and function in unpredictable w ays and, depending on their cultural depth, may be negative role model s for professionals. As a team develops, long-term members should assu me leadership roles as teachers of teamwork. Methods for constructivel y confronting conflict with a focus on integrative problem solving all ow team members to move beyond basic group development tasks and to pr omote continuous reassessment of the team's established norms. Skills in conflict management, problem solving, and assumption of functional leadership are necessary for team members who assume the leadership ro le of teaching teamwork. In addition, evidence of constructive confron tation may be a good indicator of an IHT's readiness to model teamwork .