Interprofessional Education Curriculum

Curriculum Overview

At the beginning of every year, we welcome over 1600 students from 11 Health Science Programs; Dentistry, Kinesiology and Physical Education, Medical Radiation Sciences, Medicine, Nursing, Occupational Science and Occupational Therapy, Pharmacy, Physical Therapy, Physician Assistant, Social Work and Speech-Language Pathology.

Interprofessional education is a worldwide initiative that aims to improve the standards of patient/client care, health provider satisfaction and foster the highest quality of collaborative practice. The skills that students learn as part of this curriculum will enable them to be collaborative practice-ready healthcare professionals. In recognition of this accomplishment, students will receive a letter of completion, which can be incorporated into their portfolios, upon successful completion of the IPE Curriculum requirements.

Guided through the leadership of the Curriculum Portfolio, the IPE Curriculum has seen major developments in the past three years. In collaboration with the Interfaculty Curriculum Committee (IFCC), the IPE Curriculum has been elevated to a more sophisticated experience for students. In the IPE Curriculum, students are able to advance through the developmental levels - Exposure, Immersion and Competence (See UofT IPE Competency Framework) with competencies identified in the Values and Ethics, Communication and Collaboration constructs. Over the course of the curriculum, students engage in four core learning activities (Teamwork: Your Future in Healthcare; Conflict in Interprofessional Life; Case-Based Learning Activity; IPE Component in a Practice Setting) and select from over 180 elective learning activity offerings that cover a diverse spectrum of health populations, conditions and themes. Elective learning activities are also delivered to meet a breadth of learning preferences and opportunities, including interactive sessions, simulations, hearing patient/client/family stories, clinical team-led cases and discussion, student team-based activities, community clinic engagement, as well as facilitated blended learning activities.