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Introduction

The purpose of this activity series is to provide focused education on teamwork and conflict management early in the pharmacy curriculum to aid students in their ability to be successful on interprofessional teams, which are encountered in later years of the curriculum. This activity series is conducted over multiple integrated lectures and laboratory sessions in which students learn about their individual strengths, how to identify strengths in others, and how to manage conflict through the use of communication management models.

Learning Objectives

Lecture Session A (Strength-Based Leadership: Know You, Serve Others)

  • 1. Identify your personal strengths.

  • 2. Describe techniques to identify strengths in other individuals.

  • 3. Explain teamwork techniques that utilize strengths of each group member.

  • 4. Determine how to use self-awareness to become an effective pharmacist.

Lecture Session C (Conflict Management and Effective Teams)

  • 5. Discuss the nature of and connection between communication, conflict, and teams.

  • 6. Review factors that contribute to team conflicts.

  • 7. Describe conflict communication management models and strategies.

  • 8. Apply conflict communication management models and strategies.

Laboratory Sessions B, D, and E

  • 9. Assess conflict in a pharmacy team scenario by identifying conflict processes, conflict factors, and workplace needs.

  • 10. Construct a conflict management note by identifying conflict resolution phases and potential next steps.

Foundational Knowledge Required

No foundational knowledge is needed prior to this activity series. The two lecture sessions within the activity series will provide foundational knowledge for application of concepts in laboratory sessions.

Suggested Resources
  • Rath T. StrengthsFinder 2.0. Simon and Schuster; 2007.

  • Cahn DD, Abigail RA. Managing Conflict Through Communication. 5th ed. Pearson Education; 2014.

Assignment Instructions

This activity series begins with Lecture Session A on identifying individual and team member strengths. This session is a 50-minute interactive didactic session and focuses on maximizing personal strengths, identifying strengths in team members, and maximizing team strengths by building relationships through communication of individual member needs. The following week, students will complete Laboratory Session B, which is a 45-minute activity within a 3-hour laboratory course. For this activity, student groups will work through two pharmacy scenarios with difficult pharmacy team situations and pharmacy characters with differing strengths and workplace needs. Student groups will be tasked with identifying the pharmacy characters’ primary strengths and workplace needs in each scenario.

A few weeks later, the activity series continues with an 80-minute didactic lecture in Lecture Session C providing students with tools to utilize when managing difficult team collaborations or conflicts. The session provides process-oriented communication models with specific focus on situational communication tools and group conflict resolution models. The models include Process View of Conflict; Stop, Think, Listen, Communicate (S-TLC) Model; and Six Steps of Effective Confrontation.5 In addition to these established models, contributing factors in team conflict are discussed. The following 2 weeks in lab will be devoted to the last part of the activity series. Laboratory Session D is a 60-minute group activity. Student groups will ...

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