Beginning with the End in Mind – Identifying ICP Competencies for Entry to Practice

This seminar will actively engage participants in a process of identifying interprofessional collaborative practice (ICP) competencies for graduates of health professions education programs (HPEP) and in designing curriculum that leads to achievement of those competencies. To effectively plan IPE curricula, programs benefit from identifying end points for ICP competency attainment. HPEP are diverse regarding the degree level being pursued (associate, baccalaureate, graduate and professional doctoral), prerequisite knowledge base for entry, length of the program, number of credit hours required, content of the educational program, portion of the program spent in real-world practice environments, and requirement for supervised post-degree training (e.g. internship, residency, etc.). Curriculum design must consider the full range of factors as they apply to specific HPEP and individual learners.
In most cases, graduates of HPEP are eligible to immediately enter independent practice (with licensure or certification required for some), while others require a period of post-degree training or supervision prior to independent practice. In those cases, the graduate outcomes may be different than those who directly enter independent practice. Given this diversity, there may be differences in expected graduate ICP competencies for different professions. Big 10 Universities offer a diversity of degree programs and engage regularly in identifying differences and similarities in expected graduate outcomes and pathways to entry level ICP competence and are well-positioned to share experience and expertise in these processes.
Participants in this seminar will use provided worksheets, Zoom chat function, open discussion, Think-Pair-Share activities, and optional participation in break-out rooms to share their perspective and learn from the experience of others. They will engage in the analysis of variables in HPEP that should inform IPE curriculum design, with an emphasis on using the IPEC Core Competencies for Interprofessional Collaborative Practice (IPEC, 2023) as a framework to identify desired competencies for learners and graduates of their specific HPEP. They will also consider how institutional mission and goals support the inclusion of other graduate outcomes related to ICP readiness. Participants will use the Dreyfus Model of Skill Acquisition to propose developmentally appropriate pathways for learners to achieve a desired level of competency.
This seminar relates directly to the theme of preparing students for ICP. IPE curriculum design must consider the unique structures and content of the participating programs. The “dose” of IPE that any program provides is driven by multiple factors such as the total length of the program, the availability of simulation, proximity to a clinical learning environment, the other HPEP involved as well as the level of commitment to IPE within the institution.
After attending this session, the learner will be able to:
1) Identify entry-to-practice or graduate ICP competencies for specific HPEP.
2) Analyze the relationship between the IPEC Core Competencies for ICP and the desired graduate ICP competencies for specific HPEP.
3) Map a pathway for ICP skill acquisition from entry to program to graduation to achieve desired graduate ICP competency for specific HPEP.