The Jefferson Center for Interprofessional Practice & Education (JCIPE) launched its first program, Health Mentors, in 2007 with nearly 450 students from 4 health professions. Over the last 18 years, JCIPE has expanded its offerings, now delivering 16 programs and reaching over 2,300 students from 20 health professions each year. Growth has allowed for greater flexibility and options for professions to integrate IPE into their curricula and students to voluntarily participate in co-curricular or extra-curricular interprofessional (IP) learning activities. With expansion of offerings came the desire to create an IP curricular framework to organize IP learning activities in a way that sequences learning activities to support learners’ developmental progression, defines foundational requirements, enables tracking the progression of student mastery of IPEC competencies, and provides learners with flexibility and choice.
This presentation will share JCIPE's IP curricular framework—which categorizes IP learning activities by developmental level, from exposure, to immersion, and preparation for practice—and its theoretical underpinnings. The framework outlines foundational requirements to achieve basic proficiency in interprofessional collaborative practice (IPCP) for professional programs of various lengths as well as criteria to earn a certificate of excellence in IPCP.
We will describe lessons learned when implementing the framework and provide examples of how we collaborated with stakeholders to: (1) embed exposure activities across health profession programs; (2) incorporate mechanisms for achieving basic proficiency in IPCP into different health professions curricula; and (3) launch a certificate of excellence in IPCP.
Finally, we will present outcomes related to these aspects of implementing the curricular framework, including number of professions meeting requirements for basic proficiency in IPCP, number of students earning the certificate of excellence in IPCP, and number of students expressing interest in completing requirements for the certificate of excellence.
This talk addresses Summit Theme 6 by describing an IP curricular framework that guides student preparation for IPCP. It also addresses Summit Theme 5 by explaining how this curricular framework contributes to the development of future health and social care leaders by recognizing excellence in IPCP.
This talk provides attendees with examples of and strategies for implementing a similar theory-based framework at their own institutions.
