IPE Core Learning Activities


Core Curricular Learning Activities 


Teamwork: Your Future in Healthcare

This introductory learning activity powerfully brings together the entire incoming cohort of health science students in striking Convocation Hall. As a part of the session, faculty members demonstrate different ways in which healthcare teams can deliver interprofessional care. Students also hear the account of a patient’s/client’s journey through the healthcare system, giving them the opportunity to reflect on the healthcare profession they have chosen as well as how they can be vital members of an interprofessional team.

Conflict in Interprofessional Life

Conflict in Interprofessional Life was developed for advanced health science students. It is designed to reinforce that conflict is a natural part of our working life and influences our ability to make good decisions. Although conflict can be expected in the workplace, we have a professional responsibility to learn to deal with it effectively, and with composure. An individual’s ability to manage conflict affects how an interprofessional team will function. 

Case-based Learning Activity: Pain Curriculum and/or Palliative Care

The University of Toronto Centre for the Study of Pain-Interfaculty Pain Curriculum (UTCSP-IPC) was established in 2001, and engages over 950 students from Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, and the Physician Assistant Program; 90 facilitators; and 20 speakers per year. The UTCSP-IPC was developed based on the International Association for the Study of Pain (IASP) core and discipline-specific curricula. Its goal is to effectively translate best practices in pain management in an educational format for pre-licensure health sciences students to learn with, from and about each other. 

The educational context for Palliative Care is a simulated “interprofessional team meeting” during which each learner represents his or her respective profession. By participating  and contributing in this interprofessional team meeting, the intended outcome for the learners is a sense of preparedness for a subsequent “patient/client/family meeting” involving a patient/client with advanced disease, in this case, advanced cancer.  The “interprofessional team” consists of representatives from Dentistry, Medical Radiation Sciences, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, Social Work and Speech-Language Pathology.

IPE Component in a Practice Setting

This learning activity is built into existing clinical placements at one or more practice sites, and focuses on professional competence. This is key to delivering the interprofessional curriculum in a collaborative care setting where the students see actual patients/clients and team members. The IPE Component in a Practice Setting can be delivered in a structured or flexible model to be completed over the course of the student’s educational program with our many practice partners.

IPE Structured Placement

Students will be placed in an interprofessional team within a clinical care unit at a practice site. They will participate in one or two facilitated introductory tutorials and then continue to meet as a group on a regular basis for patient/client/family-themed tutorials. Upon completion of their clinical experience, they will be asked to offer a group presentation.

IPE Flexible Placement

Students who are not able to participate in a structured IPE clinical placement will need to work with their placement supervisor to complete the following 3 IPE Flexible Placement activities:

Flexible Activity 1 – Participation in Interprofessional Team Education

In this experience, students will have the opportunity to learn about, from and with colleagues in educational sessions such as: interprofessional lunch and learn sessions, journal club discussions, patient/client team-based case discussions, and interprofessional grand rounds.

Flexible Activity 2 – Interviewing/ Shadowing a Team Member

Through interviewing and shadowing, you (student) will have the opportunity to learn about, from and with other team members such as patients/clients, family members or other healthcare professionals.

Flexible Activity 3 – Participation in Team Meetings

In this experience, students will participate in a minimum of 2 team meetings in which at least 2 team members are involved (ideally with the same team). Examples of team meetings include: patient/client rounds, discharge planning meetings, and patient/client/family meetings.


For additional support for Supervisors and Staff, the Flexible Activity Tip Sheet can be a helpful resource!