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Aligning interprofessional education collaborative sub-competencies to a progression of learning.

Tina Patel Gunaldo1, Kari Fitzmorris Brisolara2, Alison H Davis3

  • 1a Center for Interprofessional Education and Collaborative Practice , Louisiana State University Health New Orleans , New Orleans , Louisiana , USA.

Journal of Interprofessional Care
|March 9, 2017
PubMed
Summary

The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) created a hierarchical framework for Interprofessional Education Collaborative (IPEC) competencies. This structure categorizes competencies into basic, intermediate, and advanced levels for targeted learning experiences.

Keywords:
Curriculum developmentIPEC sub-competencieshierarchyinterprofessional educationstudent learning

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Area of Science:

  • Health Professions Education
  • Interprofessional Practice

Background:

  • The Interprofessional Education Collaborative (IPEC) established four core competencies for interprofessional collaborative practice in the United States.
  • IPEC competencies and sub-competencies were not initially designed with a hierarchical learning progression.
  • A need was identified to structure these competencies for targeted educational experiences.

Purpose of the Study:

  • To align IPEC sub-competencies with behavioral expectations for different learning levels.
  • To simplify the development of interprofessional education experiences at Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP).

Main Methods:

  • Discussions among CIPECP faculty and staff focused on current institutional programmatic expectations.
  • Faculty recognized the necessity of aligning sub-competencies with specific student learning objectives.
  • A progression of learning within each of the four IPEC domains was observed.

Main Results:

  • A hierarchical categorization of IPEC sub-competencies was developed.
  • Sub-competencies were classified into "basic, intermediate, or advanced" levels within each of the four domains.
  • This alignment simplifies the creation of targeted interprofessional education.

Conclusions:

  • The developed hierarchical framework provides a structured approach to interprofessional education.
  • This model facilitates the progression of learning and skill acquisition in interprofessional collaborative practice.
  • CIPECP successfully implemented a tiered competency model for enhanced educational design.