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)

  • Teams and Teamwork – Apply values and
    principles of the science of teamwork to adapt
    one’s own role in a variety of team settings.
  •  Roles and Responsibilities – Use the knowledge
    of one’s own role and team members’ 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:

Quintuple AIM (2,3)

Dimensions of Wellness (4)

 

 

 

 

 

 

 

 

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

*With Interprofessional Honors

 IPEC Competencies – Leveled for UCA 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, Cooper LA, Mate KS. The Quintuple Aim for Health Care Improvement: A New Imperative to Advance Health Equity. JAMA. 2022;327(6):521–522.
doi:10.1001/jama.2021.25181
3. https://www.chesshealthsolutions.com/2023/08/01/the-quintuple-aim-what-is-it-and-why-does-it-matter/
4. https://nationalwellness.org/resources/six-dimensions-of-wellness/
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