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IPE Curriculum

IPE Curriculum

Recognizing the diversity of IPE activities needed and desired by programs, faculty, and
students each department determines the level of proficiency their students should meet.

 

  • Number and level of events attended by students is determined by each program.
  • IPE learning activities are embedded into curricula for each profession.
  • IPE Objectives and activities are placed in course syllabi.

 

Student should have learning experiences providing training in all 4 of the IPEC Core
Competencies. (1)

  • Circular diagram illustrating interprofessional collaboration competencies. The outer ring reads 鈥淚nterprofessional Collaboration.鈥� Inside are four colored segments labeled 鈥淰alues and Ethics,鈥� 鈥淩oles and Responsibilities,鈥� 鈥淐ommunication,鈥� and 鈥淭eams and Teamwork.鈥� At the center, the text reads: 鈥淔or the health of persons & populations across the continuum of care.鈥� The design uses multiple colors to visually connect the four core competency areas.Teams and Teamwork – Apply values and
    principles of the science of teamwork to adapt
    one’s own role in a variety of team settings.
  • 听Roles and Responsibilities – Use the knowledge
    of one鈥檚 own role and team members鈥� expertise
    to address individual and population health
    outcomes.
  • Values and Ethics – Work with team members to
    maintain a climate of shared values, ethical
    conduct, and mutual respect.
  • Communication – Communicate in a responsive,
    responsible, respectful, and compassionate
    manner with team members.

 

IPE activities should also take into account the following constructs:

Circular infographic with five connected segments illustrating key healthcare goals. The segments are labeled: 鈥�01 Patient Experience,鈥� 鈥�02 Population Health,鈥� 鈥�03 Reducing Costs,鈥� 鈥�04 Care Team Well-being,鈥� and 鈥�05 Health Equity.鈥� Each section includes a small icon and is arranged in a continuous loop, suggesting an interconnected approach to improving healthcare outcomes.

Quintuple AIM (2,3)

Hexagon diagram titled 鈥淭he Six Dimensions of Wellness.鈥� Each side of the hexagon is labeled with a different dimension: Intellectual, Occupational, Spiritual, Social, Emotional, and Physical. The labels are arranged around the edges with colored sections pointing inward. In the center, text reads 鈥淭he Six Dimensions of Wellness,鈥� with a smaller note indicating it was developed by Dr. Bill Hettler, co-founder of the National Wellness Institute.

Dimensions of Wellness (4)

 

 

 

 

 

 

 

 

Levels for IPE activities, events, and courses (5):听

Vertical infographic with a purple header titled 鈥淚ntroduction & Exposure.鈥� Below, a section labeled 鈥淟earner: Novice鈥� appears in a gray box. A larger gray text box underneath describes characteristics of a novice learner: minimal experience in expected situations, lack of confidence in demonstrating safe practice, and typically being at the beginning of their program.Vertical infographic with a purple header titled 鈥淚mmersion & Development.鈥� Below, a gray box labeled 鈥淟earner: Intermediate.鈥� A larger gray section describes an intermediate learner as efficient and skillful in parts of the practice area while still developing knowledge and skills, may require occasional supportive cues, and is generally in the middle stage of their program.Vertical infographic with a purple header titled 鈥淐ompetence & Prepared for Entry to Practice.鈥� Below is a gray box labeled 鈥淟earner: Advanced.鈥� A larger gray section describes an advanced learner as able to verbalize and use plans based on conscious, abstract, and analytic problem-solving, completes patient care within an appropriate timeframe, and is generally in the advanced stages of their program.

*With Interprofessional Honors

听IPEC Competencies – Leveled for 网曝门 IPE curriculum

 

References:
1. Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3. Washington, DC: Interprofessional Education Collaborative.
2. Nundy S,听Cooper LA,听Mate KS. The Quintuple Aim for Health Care Improvement:听A New Imperative to Advance Health Equity.听JAMA.听2022;327(6):521鈥�522.
doi:10.1001/jama.2021.25181
3.听
4.听
5. Charles G, Bainbridge L, Gilbert J. The University of British Columbia model of interprofessional education. J Interprof Care. 2010;24(1):9-18. doi:10.3109/13561820903294549