Conceptual Framework of IPE at UIC

Learners in a hospital setting sitting in chairs around a preceptor in a white jacket who is standing.

The conceptual framework of IPE at UIC was developed by Dr. Mary Keehn, Assistant Vice Chancellor for Interprofessional Practice and Education and Dr. Elizabeth Peterson, Entry-level OTD Director of Professional Education and was approved by the CAIPPER IPE Curriculum Committee. The framework will guide the development, implementation, and evaluation of the IPE curriculum at UIC. The conceptual framework is aligned with the UI Health’s mission “to advance healthcare to improve the health of our patients and communities, promote health equity and develop the next generations of healthcare leaders.” For more information on the framework, please reach out to Dr. Keehn at mkeehn@uic.du.

 

  • Value of a conceptual framework

    Create a shared mental model of the concepts that are important to a curriculum that develops ICP competence/readiness to enter practice.

    Make decisions about priority IPE learning experiences for UIC.

    UIC values and curriculum outcomes to stakeholders.

    Provide a model for evaluation of IPE content, process and outcomes.

  • Features of IPE at UIC that support the need for a conceptual framework

    UIC’s structure as an Academic Medical Center, with multiple campuses and a wide range of health professions education programs creates a complex environment in which to create IPE learning experiences.

    UIC has health professions students at undergraduate, graduate and professional levels of education.

    Our participating programs have significant differences in accreditation standards related to IPE and ICP.

    Our participating programs are significantly different in lengths and instructional designs used.

    Our participating programs have different desired graduate outcomes for competence in ICP.

CAIPPER's Conceptual Framework for UIC IPE Curriculum Heading link

Healthcare

  • International Classification of Functioning,
  • Disability and Health – WHO
  • Social Determinants of Health
  • Quintuple Aim

Team Science

  • Eduardo Salas  – High reliability teams

 Health Profession Education

  •   Professional Identify Formation,
  •   Interprofessional Identity Development
  •   IPEC Core Competencies

Learning Theories

  • Adult Learning Theory – Knowles
  • Experiential Learning Cycle – Kolb
  • Situated Learning – Lave and Wenger

Group Interactions Theory

  • Proximity Theory – Tate et al
  • Social Cognitive Theory – Bandura

Kirkpatrick Levels of Educational Evaluation adapted for IPE

Dreyfus levels of competence

Accreditation standards for each program

Steps in the UIC Interprofessional Collaborative Practice Curriculum Heading link

Novice Competent Proficient Expert
Objective Introduction to ICP with a focus on IPEC Core Competencies, Biopsychosocial model and the social determinants of health; self-awareness Expand ICP knowledge and skills across settings and populations Apply ICP knowledge and skills in experiential learning and with increasing independence in the clinic or community Continued development of knowledge, skill within clinical or academic environment
Audience Early learners who have completed at least 1 semester of their program. Learners with minimal experience in ICP or IPE Learners who are ready to begin applying ICP skills Learners who have reached practice level of curriculum and are close to graduation and entry to practice OR learners who are practicing who are applying ICP principles in practice Post-professional learners who are developing advanced skills in ICP
Content Introduction to ICP, Roles and responsibilities of the IP team, Science of Teamwork, Social Determinants of health Learning experiences with varied combinations of programs addressing relational skills and needs of specific patient populations. Application to individuals and populations Developing leadership skills, conflict resolution Individually determined by learners to meet their personal CPD goals
Instructional Design Didactic coursework with application to patient and population cases Problem solving in interprofessional teams A range of experiences from 2-hour short interactions to credit bearing courses A combination of didactic and experiential Learning in the clinical environment Case Based learning Continuing Professional Development
Assessment Low Stakes, Self-Assessment Demonstrate abilities within an interprofessional team of learners or in simulation Performance evaluation in the practice environment Self-Assessment and Performance Based Assessment