Introduction to Interprofessional Education (IPE) at the University of Michigan (U-M) began as a 1.5-hour asynchronous module, serving as an assignment for first-year students in various health profession programs, introducing them to two IPEC competencies. In 2023, it was revised as a 3-hour asynchronous offering to describe all IPEC competencies, intercultural humility (a U-M-specific IPE competency), define IPE and IP collaboration (IPC) in relation to the quintuple aims and social determinants, identify attributes of effective interprofessional teams, and reflect on conflict/leadership styles. Learning objectives are addressed through videos, readings, discussions, and a case study. Students are assessed through reflections, word clouds, and the Interprofessional Socialization and Valuing Scale (ISVS) 9a/b.
Introduction to IPE has impacted thousands of U-M learners. In 2024/25, over 1500 learners completed the offering, yielding significant improvements in ISVS scores (preliminary data: pre-score, 5.42; post-score, 6.09; p = 0.002). Positive feedback underscores its efficacy, with 93% of Fall 2024 learners indicating they would recommend it to other health science students and 90% indicating it helped them identify/articulate the relevance of IPE to their future practice. Encouraged by this success, plans were made to broaden its reach by adapting the curriculum to engage a broader audience, both within and outside U-M, integrating varied teaching methodologies, and expanding partnerships with practice/community-based settings.
This enhancement and expansion were made possible through strategic partnerships with the Center for Academic Innovation (CAI) and the Center for IPE (CIPE). The partnerships facilitated a comprehensive curriculum redesign to:
(1) elevate accessibility and user experience,
(2) create an external-facing version for non-UM students
(3) create a version for educators/practitioners engaging in IPE/IPC.
Two faculty members (one focused on educators/practitioners, one focused on students) and one staff member leading the project from CIPE partnered with CAI, which included a design manager, learning experience designers, media designers, and a course operations specialist. Additional expertise from CAI was engaged, including copywriters, researchers, and marketers.
The collaborative process involved a multi-faceted approach inclusive of design, implementation, and evaluation stages. Leveraging partnership expertise, creative digital tools and pedagogical techniques were utilized to meet intended learning outcomes. This initiative provided insights into scalable practices in IPE. The strategic partnerships have proven invaluable in advancing IPE, enabling broader goals through enriched learning experiences, further serving as a blueprint for future educational innovations and contributing to improved healthcare delivery, collaboration, and education.