Supporting the design of experiential IPE
This year, C-IPE updated the criteria for experiential interactions to leverage the IPE that is happening in real time.
The C-IPE Curriculum Committee recently updated the criteria for experiential IPE offerings, broadening the criteria beyond student to student interactions. The new criteria includes student, practitioner and faculty interactions, which better captures the types of interactions that are happening in real time.
Now, for an IPE offering to be considered experiential IPE, participants must include a balanced mix of individuals (students, practitioners and/or faculty) from two or more disciplines who are engaged in learning about, from and with each other. Content should include intentional teaching of one or more of the five IPE core competencies — values/ethics, roles/responsibilities, interprofessional communication, teams/teamwork and intercultural humility — with a specific IPE learning focus or discussion. There must be intentionality of discussion design specific to one or more of the IPE competencies and their impact on interprofessional practice. The activities must be interactional that engage students and promote learning about IPE competencies.
This revision supports what the National Center for Interprofessional Practice and Education calls the “Nexus” — education and health system collaboration in clinical and community settings. C-IPE hopes that this new criteria will continue to bridge the gap between what we teach in our classrooms and what students experience in practice settings.
C-IPE workgroups are already benefiting from these changes.
“This change is exciting and provides the experiential workgroup a broader lens to increase experiential opportunities for learners,” shared Michelle Pardee, D.N.P, FNP-BC, clinical associate professor of nursing and experiential workgroup co-chair.
Michael Brenner, M.D., associate professor in the Department of Otolaryngology-Head and Neck Surgery and experiential workgroup co-chair agreed. “This expanded scope of experiential IPE illustrates the innovative approach that University of Michigan C-IPE is taking to promote engagement in interprofessional education. These new criteria open the door to a whole array of learning opportunities in clinical spaces, which can now occur between learners and practicing health professionals across the career continuum. We are already seeing the benefits as we leverage opportunities across participating schools.”
To read the full list of criteria, including differences between didactic and experiential IPE, visit the IPE Opportunity Proposal.