Table 3. Illustration of how the seven recommended best practices were applied in a university-based interprofessional education course involving students and faculty coaches representing health informatics, nursing, medicine, art and design, and engineering.

• BP1. Adopt the characteristics of effective teams   ○ Faculty divided teams to promote diverse mix of professions and skills   ○ Team leader brought team to early consensus on project scope • BP2. Practice leadership and followership   ○ Leader emerged in the first week, with team consensus and faculty coach approval   ○ Team leader created the plan, assigned roles and tasks, and held team members accountable   ○ Leader communicated with outside stakeholders on behalf of the team • BP3. Clearly communicate with the aid of tools   ○ Teams had regular scheduled meetings face-to-face or using online conferencing system; face-to-face meetings were most effective but more difficult to achieve   ○ Teams used online cloud-based storage, for viewing progress and team documents • BP4. Design team meetings for effectiveness and efficiency   ○ Team members agreed to and held each other accountable for regular, in-person meetings of the entire team   ○ Team used meetings for updates on progress and updating the plan   ○ Team used resources such as white boards and note-taking to support meetings • BP5. Articulate your skills with respect to health informatics   ○ HI team members corrected team members' assumptions when asked to play a role outside their HI specialty   ○ HI team members provided team mates with an explanation of HI breadth and their specific skill/knowledge areas   ○ HI team members tackled barriers to acquiring data from stakeholders to assess the situation or test an informatics solution • BP6. Develop skills and knowledge in interprofessional teamwork and domains   ○ HI team members spent extra time learning about the practices and assumptions of teammates' professions   ○ HI team members had to learn professional and clinical jargon   ○ HI team members had to learn the realities of health care delivery, which clinical teammates had gained through hands-on experience • BP7. Ensure health informatics education supports interprofessional collaboration   ○ The IPE course allowed HI students to work with students representing other professions   ○ HI students received coaching and education in interprofessionalism, teamwork, and problem solving   ○ Diverse faculty, guest judges, and community stakeholders representing multiple professions and disciplines provided a guided learning experience

Abbreviation: BP, best practice.

Note: See Supplementary Material for details about the interprofessional education course.