Elizabeth: Typical or Troubled Teen?

A training case for health professionals to recognize and report child maltreatment.


This curriculum is intended for health professions students and trainees. It was developed for Advanced Practice Nurse trainees, Family Medicine Residents, Physician Assistant students, Pharmacy students, and Master of Social Work students.


To actively engage advanced practice health professions students and trainees in interprofessional teams to discuss an unfolding case.

To develop a plan of care for an adolescent with primary care needs compounded by complex psycho-social needs.

To foster greater understanding between health professions and how they can collaborate to improve patient care.

Case Description

The patient is a 15 y.o. Caucasian female who is establishing care with a new primary care provider. This primary care clinic is a private practice located within a larger medical complex building with other services such as subspecialist care, urgent care, and pharmacy. As the initial interview with the patient and mom progresses, it becomes clear that there are numerous psycho-social issues needing to be addressed. The PCP must decide how to handle this case.


This IPE Toolkit contains a fully developed curriculum to actively engage advanced practice health professions students and trainees in interprofessional teams to discuss an unfolding case and develop a plan of care for an adolescent with primary care needs compounded by complex psycho-social needs.

All instructions and downloadable materials are available from MedEdPORTAL, an open exchange of peer-reviewed health education teaching and assessment resources to promote educational scholarship and promote collaboration, provided by the Association of American Medical Colleges (AAMC).


Sonney, J., Willgerodt, M., Lindhorst, T., Brock, D. (2018). Elizabeth: Typical or Troubled Teen? A Training Case for Health Professionals to Recognize and Report Child Maltreatment. MedEdPORTAL Publication: https://doi.org/10.15766/mep_2374-8265.10712http://doi.org/10.15766/mep_2374-8265.10249

Learning Objectives

Interprofessional Learning Competency Objectives:

  1. Respect the unique cultures, values, roles/responsibilities, and expertise of other health professions. (Domain 1, VE4)
  2. Practice working with interprofessional (IP) team to explore shared values. (Domain 1, General Competency Statement)
  3. Engage diverse healthcare professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs (Domain 2, RR3)
  4. Integrate the knowledge and experience of other professions— appropriate to the specific care situation—to inform care decisions, while respecting patient and community values and priorities/ preferences for care. (Domain 4, TT4)
  5. Use unique and complementary abilities of all members of the team to optimize patient care. (Domain 2, RR9)
  6. Engage self and others to constructively manage disagreements about values, roles, goals, and actions that arise among healthcare professionals and with patients and families (Domain 4, TT6)
  7. This session utilizes an appreciative inquiry approach to teaching and learning where everyone has the opportunity to talk…we are not allowed to criticize other people’s thoughts, etc.
    CC3: Express one’s knowledge and opinions to team members involved in patient care with confidence, clarity, and respect, working to ensure common understanding of information and treatment and care decisions.
    CC4: Listen actively, and encourage ideas and opinions of other team members.


U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children Youth and Families, Children’s Bureau. Child maltreatment 2015.https://www.acf.hhs.gov/sites/default/files/cb/cm2015.pdf. Published 2017.

Mandatory reporters of child abuse and neglect. Child Welfare Information Gateway website;https://www.childwelfare.gov/topics/systemwide/laws-policies/statutes/manda/. Published 2016.

Lynne EG, Gifford EJ, Evans KE, Rosch JB. Barriers to reporting child maltreatment: do emergency medical services professionals fully understand their role as mandatory reporters? N C Med J. 2015;76(1):13-18. https://doi.org/10.18043/ncm.76.1.13

Committee on Child Maltreatment Research, Policy, and Practice for the Next Decade. New Directions in Child Abuse and Neglect Research. Washington, DC: The National Academies Press; 2014:13-18.

Alvarez KM, Donohue B, Carpenter A, Romero V, Allen DN, Cross C. Development and preliminary evaluation of a training method to assist professionals in reporting suspected child maltreatment. Child Maltreat. 2010;15(3):211-218. https://doi.org/10.1177/1077559510365535

Farrell K, Payne C, Heye M. Integrating interprofessional collaboration skills into the advanced practice registered nurse socialization process. J Prof Nurs. 2015;31(1):5-10. https://doi.org/10.1016/j.profnurs.2014.05.006

Institute of Medicine (IOM). Conceptual Framework for Measuring the Impact of IPE. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press; 2015.

Boykan R, Quinn L, Messina C. GUIDES: assessment for prevention of child maltreatment in primary care. MedEdPORTAL. 2013;9:9429. https://doi.org/10.15766/mep_2374-8265.9429

Froula L, Lenane AM, Pasternack JR, Garfunkel LC, Baldwin CD. Case-based workshop for teaching child abuse prevention to resident physicians. MedEdPORTAL. 2017;13:10547. https://doi.org/10.15766/mep_2374-8265.10547

Walker-Descartes I, Altshuler L, Kachur E, Smith L. I know something happened: physician management of parental disclosure of suspected child sexual abuse. MedEdPORTAL. 2013;9:9326. https://doi.org/10.15766/mep_2374-8265.9326

Metz J, Stone K, Reid J, Burns R. Pediatric boot camp series: infant with altered mental status and seizure—a case of child abuse. MedEdPORTAL. 2017;13:10552. https://doi.org/10.15766/mep_2374-8265.10552

Ryan M, White P, Kiley S, Reed H, Giordano C. Managing the complex issues of pediatric nonaccidental trauma: A simulation-based case of a critically injured child. MedEdPORTAL. 2017;13:10599. https://doi.org/10.15766/mep_2374-8265.10599

Interprofessional Learning Pathway. University of Alberta website. https://www.ualberta.ca/health-sciences-education-research/ip-education/interprofessional-pathway. Accessed October 13, 2017.

Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: Interprofessional Education Collaborative; 2011.


The content of this IPE Toolkit was developed by the HRSA Technology-Enhanced Advanced Practice Nursing grant team at the University of Washington. This grant funded the development and integration of interprofessional team training into nine existing courses in the Health Sciences schools of Nursing, Pharmacy, Dentistry and the Physician Assistant Program.

Grant Team Curriculum Committee:

  • Jennifer Sonney, PhD, ARNP, PNPCP (School of Nursing)
  • Mayumi Willgerodt, PhD, MPH, RN (School of Nursing)
  • Linda Vorvick, MD (School of Medicine, MEDEX Northwest)
  • Debra Liner, Program Operations Manager (School of Nursing)