IPE Curriculum

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UNTHSC IPE Philosophy

Effective collaboration among health professions’ teams is a factor in improving patient safety, the overall patient experience, and the health of the nation. Therefore, we believe that IPE/P is an essential component to the education and training of today’s health and healthcare professions students. IPE/P is a partnership among the UNTHSC colleges and schools working with the practice community and collaborating universities, which enhances the student and graduate’s experience.

IPE/P Guiding Principles

  • IPE/P should be integrated into each college/school’s curriculum, begin with the initial year of a student’s healthcare education and be reinforced across all years of education and training.
  • IPE/P experiences must be leveled appropriately based on student and program readiness.
  • The Interprofessional Education Collaborative (IPEC) IPE Core Competency Domains represent a common framework through which collaborative practice competencies can be addressed across health professions:
    • Interprofessional Values/Ethics
    • Roles/Responsibilities
    • Interprofessional Communication
    • Teams and Teamwork
  • IPE/P faculty development and collaborative practice continuing education for the practice community are vital to creating a culture of IPE/P.
  • IPE/P outcomes must be assessed for program effectiveness and program refinement must be ongoing.

Student Activities are Leveled at Initial, Intermediate, & Advanced

Initial Level IPE student team experiences

  • UNTHSC 1st year students
  • Entry level IPE student activities
  • Acquisition of declarative knowledge around IPE core competencies
  • KNOWS level of G. E Miller’s Competency Model
  • Students have an opportunity to learn about the health care professions and how various professions may work together in the care of a patient or population

Intermediate Level IPE student team experiences

  • UNTHSC 2nd year students
  • Application of declarative and procedural knowledge around IPE core competencies to specific patient care scenarios and contexts.
  • KNOWS HOW and SHOWS levels of G. E. Miller’s Competency Model

Advanced Level IPE student team experiences

  • UNTHSC 3rd year students through Residency
  • Demonstration of procedural knowledge around IPE core competencies to specific patient care situations and contexts.
  • SHOWS and DOES levels of G. E. Miller’s Competency Model

This page was last modified on June 25, 2018