IPE Opportunity Proposal

What Is IPE?

IPE differs from multidisciplinary education where students from multiple professions simply learn together; IPE is distinctly defined by intentional objectives of students learning about, from, and with each other and their professional perspectives.

“Interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength.” World Health Organization 2010

Criteria for IPE Offerings

IPE activities must meet all of the following criteria:

  • Participants: 
    • In didactic interactions, the offering must involve a balanced mix of students from two or more professions to facilitate learning about, from, and with each other.
    • In experiential interactions, participants must include a balanced mix of individuals (students, practitioners, faculty) from two or more disciplines who are engaged in learning about, from, and with each other. Participants can include (1) students from 2 or more disciplines interacting with one another, or (2) a student interacting with a practitioner of a different discipline. 
  • Content: Intentional teaching of one or more of the 5 IPE Core Competencies (above) at a defined level of progression towards IPE competency (above)
  • Intentionality: 
    • In didactic interactions, there must be a specific IPE learning focus designated in the course syllabus/project proposal (e.g. specific IPE course design and delivery, IPE content and learning objectives, specific IPE competencies and sub-competencies, etc.)
    • In experiential interactions, there must be discussion specific to one or more of the IPE competencies and their impact on interprofessional practice. 
  • Activity: May include face to face, distance, or synchronous learning; asynchronous learning may be acceptable depending on the interaction. Consideration for interaction type must be determined by learning objectives and learner competencies. 
    • In didactic interactions, there must be engaged, interactional, peer to peer learning which promotes students learning about, from, and with each other. May include face to face, distance, synchronous and asynchronous learning. Level of engagement consistent with expected outcome and level of exposure.
    • In experiential interactions, there must be interactional activities that engage students and promote learning about IPE competencies. 
  • Assessment: Include a specific plan to assess student achievement of IPE competencies. The type and level of assessment should align with the level of exposure. 

The IPE designation from the IPE-CC does not replace any necessary curriculum/offering approval processes within one’s individual schools.

Benefits of IPE Course/Offering Designation

  • Proposed course has been reviewed by the IPE Curriculum Committee and received an IPE designation that it meets all IPE required criteria (link to criteria)
  • Course is listed on Center for IPE website and can be promoted by Center, if requested.
  • Access to IPE support and teaching resources
  • Course faculty receive an IPE Endorsement Letter from the Center for IPE that could be used in individual schools’ accreditation processes.
  • IPE Teaching Scholarship: Faculty are encouraged to consider innovation in teaching and to produce IPE-focused scholarship.

Resources to Assist in Developing an IPE Course/Offering

IPE Interest Form

Interested in creating an IPE experience for students? Please complete the IPE Opportunity Interest Form. We look forward to talking with you!