Propose an IPE Offering

• Course reviewed and designated by IPE-CC.
• Course listed on the Center for IPE website for promotion.
• Access to IPE support and resources.
• Faculty receive an IPE Endorsement Letter for accreditation purposes.
• Faculty are encouraged to innovate and publish IPE-focused scholarship.
• Faculty receive an annual IPE Instructor Report to support their inclusion of IPE in their annual review and promotion packets.

A set of criteria for IPE at the University of Michigan has been set and endorsed by the IPE Curriculum Committee (IPE-CC), which oversees IPE at U-M. These criteria ensure a high standard for IPE that is consistent across all health science programs and schools, ensuring that IPE is meaningful and intentional for learners.

IPE activities at the University of Michigan 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.

• The Center for Research on Learning and Teaching (CRLT) can be contacted at [email protected].
• The Center for IPE offers guidance and assistance at [email protected].
• Explore existing IPE opportunities to learn about current offerings.