First, every team can be described on a continuum concerning its virtuality, whereas virtuality is defined as the informational value a virtual tool conveys. The second point means that the less valuable information a tool provides, the more virtual it is. This refers to the way of communication as well as to the value of data that is conveyed. Concerning the synchronicity of a team's interaction one can distinguish between real time interaction which is called synchronous exchange of information whereas interaction that contains a time lag between is called asynchronous exchange of information.
Merit pay can also de-motivate satisfactory performers who see colleagues gaining higher rewards. This problem can be especially acute where the methods of assessment, or those carrying out the assessment, are seen as unfair. It is important therefore, when designing a merit pay scheme to make it as fair and objective as possible. Further information about merit pay can be found in the Acas Advisory Booklet: Appraisal Related Pay. Whatever adjustments are made to a merit pay system it is doubtful whether it can ever help to reinforce the co-operative behaviours required for successful teamworking.
Effective interprofessional collaboration is an important factor in addressing health care needs and priorities. Educators and health care practitioners have argued that interprofessional education (IPE) is necessary to equip students with the knowledge, skills, attitudes, and behaviors to work collaboratively and ultimately deliver enhanced patient/client care. The University of Toronto has implemented an introductory IPE session for approximately 1000 health science students that focuses on teamwork. This session provides students with an opportunity to be sensitized to the client's perspective and become familiar with roles and perspectives of different professions. A mixed method pre/post research design was developed to examine changes in students' perceptions and attitudes regarding IPE following their participation in this session. This study also endeavored to explore the pedagogic effectiveness of this large-scale IPE session. Students completed pre and post surveys based on the Interprofessional Attitudes Questionnaire and the Interdisciplinary Education Perception Scale. A total of 399 surveys were matched for pre/post analysis, and 25 students participated in follow-up focus group interviews. Findings from this study reveal that a significant shift in many indicators occurred after this single intervention. Despite the large numbers of students, which meant a complex range of logistical factors to negotiate, our findings indicated that it is feasible to deliver a successful IPE session to a large cohort of first-year students. We suggest that the findings presented in this report can be of value to other interprofessional groups of course developers.