Answer to "What learning outcomes and competencies may be achieved through IPE?"
When introducing IPE into curricula at any level, it is important to define what learners are expected to learn. Such learning has been categorised as learning outcomes, competencies or capabilities. The core expected learning should be the same across all health professions involved, and should also reflect the national accreditation standards set for each health profession. Globally, specific standards and criteria related to IPE have been or are being incorporated into national accreditation standards for health professional education. Accreditation of education programs is designed to assure a level of quality by measuring an education program’s compliance with a set of nationally accepted standards that typically address both classroom and work-based learning contexts.
Therefore, when defining the learning outcomes for your own programmes: check the accreditation standards of the professions involved in relation to interprofessional learning (IPL); consult published frameworks for IPL (examples of which are listed below); reach a consensus on what you want your learners to achieve and what is feasible within your own context.
Common themes run through the IPE literature: teamwork; roles and responsibilities of the health professions; interprofessional communication; reflection on IPL and interprofessional practice; patient-centred approaches (including the role of the patient/client within the team); ethics; shared leadership; and recognising and dealing with conflict. Given the potential challenges of IPE with typically larger numbers of learners and full curricula, we advise that learning outcomes for IPE should harness the power of the interprofessional interaction and focus on ‘learning with, from and about’.
CIHC – CANADIAN INTERPROFESSIONAL HEALTH COLLABORATIVE. (2010). A national interprofessional collaborative framework. Available at: http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210r.pdf
CURTIN UNIVERSITY. (2013). Interprofessional capability framework. Available at:
INTERPROFESSIONAL EDUCATION COLLABORATIVE EXPERT PANEL. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
INTERPROFESSIONAL EDUCATION COLLABORATIVE EXPERT PANEL. (2016). Core competencies for interprofessional collaborative practice: 2016 update.
Both resources available at: https://www.ipecollaborative.org/resources.html
ROYAL COLLEGE OF PHYSICIANS AND SURGEONS OF CANADA. (2015). CanMEDS. Collaborator.
MADDOCK, B., KUMAR, A. & KENT, F. (2018). Creating a collaborative care framework. The Clinical Teacher, early online https://doi.org/10.1111/tct.12796
THISTLETHWAITE, J.E., FORMAN, D., MATTHEWS, L, et al. (2014). Interprofessional education competencies and frameworks in health: A comparative analysis. Academic Medicine, 89, 869–875.
THISTLETHWAITE, J.E, and MORAN, M. (2010). Learning outcomes for interprofessional education (IPE): literature review and synthesis. Journal of Interprofessional Care, 24:503–513.
WALSH, C.L., GORDON, M.F., MARSHALL, M., WILSON, F., and HUNT, T. (2005). Interprofessional capability: A developing framework for interprofessional education. Nurse Educ Pract, 5, 230–237.