Requirements for IPE Designation

IPE opportunities must meet all of the following criteria:

  • Involve students from two or more professions
  • Include interaction among learners (ie. engaged learning) with a level of engagement consistent with expected outcome
  • Students learning about, from, and with each other in the context of health outcomes for patients and populations
  • Promote one or more of the 5 competencies
  • Meet one or more of the 3 levels of progression toward competency

5 Core Competencies[1]

  1. Values/Ethics:

    Work with individuals of other professions to maintain a climate of mutual respect and shared values.

  2. Roles/Responsibilities:

    Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of patients and to promote and advance the health of populations.

  3. Interprofessional Communication:

    Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.

  4. Teams/Teamwork:

    Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

  5. Intercultural Intelligence:

    Understand the role of values and culture in driving decisions and demonstrate the appropriate flexibility necessary in working with others having different values.  

    • A mindset (Knowledge): Including cultural self-awareness, general cultural knowledge that can be applied to many cross-cultural situations, cultural knowledge that is applied to specific cross-cultural situations, interaction analysis, awareness of major currents of global change and related issues, and awareness of global organizations and business activities
    • A skillset (Skills): Including relationship-building skills, behavioral skills, listening, problem solving, empathy, information gathering skills, ability to work effectively in different international settings, and ability to effectively communicate across cultural/linguistic boundaries.
    • A heartset (Attitudes): Including curiosity, cognitive flexibility, motivation, open-mindedness, and personal adaptability to different cultures.

3 Levels of Progression Toward Competency[2]

  1. Exposure: An introductory stage that takes into account that one has to learn about one’s own profession before one can truly begin to learn about other disciplines.
    • opportunities to participate largely in parallel learning experiences with peers from other professions
    • expectation is not that they have to fully understand or accept the positions of the other professions.
    • involves identification of core values, roles and responsibilities of other professions and reflection on the similarities, differences, interactions and influence they have on their own profession.
  2. Immersion: The opportunity to learn collaboratively, rather than in parallel, with students from other professions. Students:
    • Will have a more advanced knowledge of their professions gained through classroom and practice experience.
    • Have acquired, or be in the process of acquiring, much of the core knowledge and skills associated with their discipline.
    • Have a foundational sense of themselves as practitioners along with a growing confidence in themselves as professionals.
    • Are less likely to be threatened by the world views of others and be more open to accepting that there are multiple valid perspectives.
    • Have been exposed to other professions not only in earlier introductory interprofessional experiences but also in their practice education placements in health and human service settings.
    • Have at least witnessed other professions in action.
  3. Mastery: Mastering interprofessional concepts in such a way that they are incorporated in one’s daily professional practice. This requires advanced level learning experiences of the kind open to graduate students who have had significant practice experience and/or experienced practitioners. Students:
    • Have a clear sense of who they are as practitioners and of the role of their professions in the provisions of care.
    • Are encouraged to develop an advanced level of critical thinking skills, a high degree of self-reflection and a deeper understanding of the contribution of one’s own and the other professions within the health and human service delivery systems.
    • Who ‘master’ this stage are able to fully contribute on interprofessional teams as well as teach collaborative concepts and skills.


[1]  Competencies 1-4 are based on the Interprofessional Education Collaborative (IPEC) Core Competencies for Interprofessional Collaborative Practice, 2016 Update.
[2] Excerpted with permission from Charles G, Bainbridge L, Gilbert J. The University of British Columbia model of interprofessional education. J Interprof Care. 2010 Jan;24(1):9-18.