UW Center for Interprofessional Practice and Education
Transforming health care through interprofessional practice, education, and research

Education

Current UW IPE Offerings

Current UW IPE Offerings

Find out more about the UW CIPE Competency Modules, upcoming IPE course offerings, and previous offerings

UW CIPE IPE Designation Program

I. Introduction

In alignment with the UW CIPE 2019-2024 Strategic Directions, and in an effort to establish the foundation for assisting the University of Wisconsin-Madison (UW–Madison) students and programs in developing their IPE portfolio and IPE Path of Distinction, the UW CIPE has established its IPE Designation Program. The IPE Designation Program aims to facilitate a) the identification, designation, and auditing (as needed) of the current (and future) IPE offerings at UW-Madison and among its community/clinical partners; and b) the development of new IPE opportunities for learners at UW-Madison and among its clinical/community partners. In doing so, the UW CIPE, in coordination with its Education Subcommittee and Steering Committee, has developed the UW IPE Designation Criteria with two sections (as explained below): The Minimum Designation Criteria and the Designation Criteria Point System.

All UW–Madison programs/schools/centers/partners are welcome to submit their relevant offerings (courses, workshops, activities, events…) for a UW IPE Designation Certificate by completing the online UW IPE Designation Criteria Application. Those offerings that meet the IPE Designation Criteria will be awarded a formal UW IPE Designation Certificate that could be placed in the IPE Offering’s description/outline/syllabus.

The UW IPE Designation Criteria includes the Minimum Designation Criteria and the Designation Criteria Point System. The UW IPE Minimum Designation Criteria identifies the essential benchmarks needed to consider an educational intervention an IPE (interprofessional practice and education) offering. Here is the list of minimum criteria for IPE Designation:
• Two or more professions involved in the planning, facilitating, and participation of the offering.
• Goal/Outcome of the offering to be inclusive of one or more elements of the Quadruple Aim (patient care, population/community health, cost-effectiveness, providers wellbeing).
• Participants are provided with opportunities to actively engage in learning with, from, and about each other.
• Participants to have the opportunity to reflect on their learning (i.e., self/group reflection, facilitator feedback, assessment, debriefing).

These minimum designation criteria are identified based on the UW CIPE Strategic Directions and the IPE definition. According to the Strategic Directions, the UW CIPE is mandated to facilitate transforming health education, practice, and research through interprofessional collaboration and teamwork to improve the Quadruple Aim (better health, better care, better value, and better work experience) in Wisconsin and beyond. Interprofessional education is defined as occasions when students from two or more professions learn with, from, and about each other to enable effective collaboration and improve health outcomes (WHO, 2010).

The Designation Criteria Point System is a rubric to rank IPE offerings based on the minimum criteria along with a number of additional criteria deemed important in facilitating learners advance their interprofessional collaboration competencies. A goal of UW CIPE is to facilitate providing diverse IPE offerings to enable students in developing a thorough understanding of the knowledge, skills, roles, and responsibilities of different professions and programs in team-based care in order to prepare them for fieldwork collaborative practice. A minimum of two professions is needed for an IPE offering, but health/social programs are encouraged to provide their students with quality well-organized and facilitated IPE opportunities (in-person and/or virtually) with as many other health/social programs as possible.

II. Overview of UW IPE Designation Criteria

The Designation Criteria for IPE Offerings at UW–Madison (adapted from University of Toronto and Creighton University) include two components: The Minimum Designation Criteria Checklist and the Designation Criteria Point System Rubric.

The Minimum Designation Criteria Checklist will determine if a proposed offering could potentially be designated as an IPE Offering. If the proposed offering meets the IPE minimum designation criteria, then it proceeds to a review under the Designation Criteria Point System Rubric.

There are ten sub-criteria in the Rubric that are categorized under the following five criteria:
  1. Interprofessional Representation
  2. Interprofessional Engagement
  3. Interprofessional Learning Outcomes
  4. Interprofessional Reflection
  5. Interprofessional Offering Characteristics

Each Sub-criterion will be awarded points on a three-point scale:
  • 5 points – earned when an acceptable level of IPE occurs with respect to each sub-criterion.
  • 8 points – earned when a moderate level of IPE occurs.
  • 10 points – earned when strong IPE principles are attained.

IPE Offerings will be awarded a UW CIPE certificate as following – based on their total earned points:
  • IPE Bronze Certificate: 50 - 65 points
  • IPE Silver Certificate: 66 - 85 points
  • IPE Gold Certificate: 86 - 100 points

The IPE offerings may also be eligible for an IPE Badge if the offering meets the UW CIPE Badger Program requirements.

The points system will ensure that UW–Madison students engage in high quality, diverse IPE Offerings to complement the UW CIPE Competency Modules and meet program accreditation guidelines for IPE.

Apply Here for UW IPE Designation:

UW CIPE Badger Program

In line with the UW CIPE 2019-2024 Strategic Directions and as part of the UW CIPE Education Strategic Priority, the UW Center for Interprofessional Practice and Education (UW CIPE) has established its Badger Program.

 As a branch of the UW–Madison Badger program, the UW CIPE Badger Program provides focused interprofessional practice and education (IPE) academic training with fewer academic requirements than a typical degree and/or certificate program. Through the UW CIPE Badger Program, we recognize and award formal digital Badges to learners who participate in and successfully complete designated IPE offerings and activities at UW–Madison and its partners.

 Each IPE Badge, provided through UW CIPE Badger Program, consists of a specified set of academic training and/or experiences that focuses on different aspects of interprofessional practice and education in healthcare to advance Quadruple Aim (better care, better health, better value, and better work experience). Successful completion of an IPE badge signifies the achievement of competence in the specified domain and is recognized by the awarding of a digital badge (an official award) from UW CIPE. Completion of IPE Badges approved by the UW CIPE Badger program will also be counted towards the UW IPE Path of Distinction at UW–Madison.

 The IPE Badges serve as virtual credentials that can be showcased via personal profile, social media (LinkedIn, Facebook,…), and shared with potential employers as a way to help you articulate the skills you have gained from completing the badge criteria.

Here is the list of IPE Badges offered by the UW CIPE:

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Interprofessional Education Badges

IPE Fundamental Badge is awarded to learners who complete the four UW CIPE Competency Modules, including: Interprofessional Teamwork, Interprofessional Communication, Interprofessional Values and Ethics, and Interprofessional Roles and Responsibilities.

IPE Didactic Badge is awarded to courses/modules/activities with a minimum of 12 hours of interprofessional training.

IPE Simulation Badge requires providing the learners with a minimum of 4 hours interprofessional simulation training in which each learner participates in 2 or more facilitated IPE simulation sessions with simulated patients/families (or standardized patients).

IPE Specialty Badge: Specialized programs (WI AHEC Scholar Program) in which learners from different programs/profession are trained interprofessionally, the program as a whole could be considered for an IPE Badge if the program meets the Minimum UW IPE Designation Criteria.
• The AHEC Scholar Badge is awarded by UW CIPE to state-wide students who successfully complete the WI AHEC Scholar Program, recognizing students’ gained knowledge, skills, and leadership in becoming interprofessional practitioners.

Interprofessional Practice (Interprofessional Team-Based Practice) Badges

• IPE Clinical/Community Badge is awarded to clinical/community experiences that provide learners with a minimum 10 hours of facilitated interprofessional placement/field work in which the cross-professional learners practice and provide services in interprofessional teams.
• Global Health IPE Badge requires learners, within or as part of an interprofessional/ interdisciplinary team, to be engaged in global health initiatives over the course of 6 months or more.
• One Health IPE Badge requires learners, within or as part of an interprofessional/ interdisciplinary team, to be engaged in One Health initiatives over the course of 6 months or more.

Interprofessional Scholarship Badge

• IPE Scholarship Badge requires learners, within or as part of an interprofessional/ interdisciplinary team, to (co)develop, conduct, and disseminate IPE-related research and scholarly activities to advance Quadruple Aim (better health, better care, better value, and better work experience) over the course of 6 months or more.

Interprofessional Leadership Badge

IPE Leadership Badge requires learners to serve in progressive leadership (and facilitator) roles in two or more of the following IPE leadership opportunities:

  • (Co)Organizing/Facilitating one or more UW CIPE Knowledge Exchange Series (KES);
  • (Co)Facilitating (or serve as a Student Group Leader in) one or more UW CIPE Competency Modules;
  • Serving as Officer/Board Member of an IPE-Related Student Organization;
  • Serving as an active member of an IPE-related Committee/Taskforce/ Summit/Conference;
  • Serving as a (Co-)Lead of a UW IPE PoD Student Cohort for one or more semesters;
  • Participating and providing constructive feedback in IPE pilot offerings.

IPE Badge Requirements

In order for an IPE program/curriculum/course to be considered as an IPE Badge, the IPE program/curriculum/ course need to meet the requirements of the subject IPE Badge (see the list of IPE Badges) AND the Minimum UW IPE Designation Criteria as outlined below:

  • Two or more professions involved in the planning, facilitating, and participation of the offering
  • Goal/Outcome of the offering to be inclusive of one or more elements of the Quadruple Aim (patient care, population/community health, cost effectiveness, providers wellbeing)
  • Participants are provided with opportunities to actively engage in learning with, from, and about each other
  • Participants to have the opportunity to reflect on their learning (i.e., self/group reflection, facilitator feedback, assessment, debriefing)

How to Apply for An IPE Badge

UW–Madison programs, schools, centers, and clinical/community partners could apply for one or more IPE Badges. To apply please submit your application/request to cipe@wisc.edu. In your application, please provide detail information about the IPE program/curriculum/course and how it meets the requirements of the subject IPE Badge (that you are applying for) AND the Minimum UW IPE Designation Criteria (as listed above).

UW IPE PoD

UW IPE Path of Distinction Program (UW IPE PoD)

In alignment with the UW CIPE 2019-2024 Strategic Directions, and in an effort to award distinction at graduation for students with special interest in interprofessional practice and education (IPE), the UW Center for Interprofessional Practice and Education (UW CIPE), in collaboration with its program/school partners, is establishing the UW IPE Path of Distinction Program (UW IPE PoD). The UW IPE PoD is awarded by UW CIPE to health/social care program students who complete a two-year longitudinal IPE program, as detailed below, to gain knowledge and skills in interprofessional competencies, and to become interprofessional practitioners as future healthcare team members and leaders. IPE is widely recognized as a roadmap toward improving the patient care experience, improving the health of communities and populations, reducing the cost of healthcare delivery, and improving the work experience of healthcare professionals - known as the ‘Quadruple Aim’.

Requirements

The UW IPE PoD Program provides students with opportunities to advance their IPE learning, practice, leadership, and research towards becoming interprofessional practitioners through didactics, experiential learning, and clinical/community placements that supplements their program-specific education. The student participants will commence the UW IPE PoD ideally as a cohort in the fall. In order to receive the UW IPE PoD award at graduation, student participants need to complete and satisfy the following requirements by April 1 of the year of graduation:

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IPE Learning

IPE Foundation:
• Complete the IPE Fundamental Badge (the four UW CIPE Competency Modules) AND
• Complete an additional designated IPE course (or an IPE Didactic/Specialty Badge )
IPE Simulation:
• Complete 4-hour designated IPE simulation module/activities OR
• Complete one IPE Simulation Badge
IPE Clinical/Community Placement/s:
• Complete 10 hours (intentional/facilitated) designated IPE Clinical/Community Placement OR
• Complete one IPE Practice Badge

IPE Leadership

Complete an IPE Leadership Badge by completing two or more of the following IPE leadership opportunities:

IPE Project

IPE Scholarly Work
• Develop, implement, evaluate, and disseminate an IPE-related project to advance the Quadruple Aim OR
• Integrate IPE Scholarly Work into the currently established projects OR
• Completing an IPE Scholarship Badge

Final IPE Reflection and Knowledge Sharing

• Submit a 2-3 page reflection to the UW CIPE PoD Taskforce on their interprofessional journey throughout their engagement in the UW IPE PoD Program OR
• Present/share (individually or as teams) their learning with students in their (and other) programs.

2022-2023 Application is Open

• The 2022-2023 application is open till November 4th, 2022. Please be advised that there are limited spots are available.
• UW–Madison professional students in Genetic Counseling, Medicine, Occupational Therapy, Pharmacy,  Physical Therapy, Physician Assistant, Public Health, Social Work, and Veterinary Medicine are eligible to apply.

To learn more, you can review the UW IPE PoD Brochure, or join us in one of the following UW IPE PoD Info Sessions.

UW IPE PoD Info Sessions:

After registering, you will receive a confirmation email containing zoom information about joining the session.

UW IPE PoD Info Sessions

After registering, you will receive a confirmation email containing zoom information about joining the session.

APPLY HERE TO UW IPE PATH OF DISTINCTION:

Competency Modules

Facilitators for competency module
Facilitators from our Teamwork Module (Fall 2019).
Students from different professions working on a case during our Roles & Responsibilities Module (Fall 2019).

IPE Offerings

UW CIPE Competency Modules

The UW CIPE in collaboration with our schools/program partners have developed the following 4 competency modules based on the Interprofessional Practice Collaborative (IPEC) Competency Domains:

  • Interprofessional Teamwork

  • Interprofessional Communication

  • Interprofessional Values and Ethics

  • Interprofessional Roles and Responsibilities

UW CIPE acknowledges that achieving competence in collaborative practice is a complex, developmental, life-long learning process. That being said, each UW CIPE Module targets one Interprofessional Education Collaborative (IPEC) core competency and a number of related sub-competencies (as listed in each module description).
 
The IPE Fundamental Badge will recognize students’ achievement in gaining the basic knowledge, skills, and attitude towards becoming interprofessional practitioners.

Competency Modules Overview:

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Interprofessional Teamwork Competency Module

The UW CIPE Interprofessional Teamwork Competency Module is offered in fall to 1st-year interprofessional students. This module serves as an introduction of interprofessional practice and education to students, as well as an opportunity to gain a comprehensive understanding of interprofessional teamwork and how to optimize patient outcomes by improving team collaboration.

Module Learning Objectives:

  1. Describe the process of team development and the roles and practices of effective teams.
  2. Engage health and other professionals in shared patient-centered and population-focused problem-solving.
  3. Reflect on individual and team performance for individual, as well as team, performance improvement.
  4. Use available evidence to inform effective teamwork and team-based practices.

Module Structure: The complete Module includes one 60-minute in-person session, one 90-minute in-person session, and a one-hour online component.

  • The first in-person session includes an introduction to the IPE concept along with a number of facilitated individual, small and large group activities, discussions and reflections. In one of the activities, students are asked to self-reflect on, and then share their perception of their career selection, professional identity, and understanding of health and illness. In another activity, students need to work in teams to review, analyze, and discuss a clinical scenario to highlight the importance of interprofessional teamwork in a health care setting.
  • The online component requires students to review a journal article and watch a few short video clips related to interprofessional teamwork. The goal of the online section is to enhance students’ understanding of teamwork in health care and to introduce the concept of the 7 C’s in teamwork (Capability, Cooperation, Coordination, Communication, Cognition, Coaching and Conditions) in preparation for the 2nd in-person session.
  • In the second in-person session, students are expected to demonstrate teamwork in action while working in teams to review, analyze and discuss a more complex clinical scenario. Students then will use the 7 C’s to identify and optimize the contributing factors to the scenario’s outcome.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.

Interprofessional Communication Competency Module

The UW CIPE Interprofessional Communication Competency Module is offered as a four-hour module in the spring to 1st-year interprofessional students.

Module Learning Objectives:

  1. Choose effective communication tools and techniques to facilitate discussions and interactions that enhance team function;
  2. Listen actively and encourage ideas and opinions of other team members; 3) Give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others;
  3. Use respectful language appropriate for a given difficult situation, crucial conversation, or conflict;
  4. Recognize how one’s uniqueness (experience level, expertise, culture, power, and hierarchy within the health team) contributes to effective communication, conflict resolution, and positive interprofessional working relationships.

Module Structure: The Module includes four units: Unit 1 and Unit 3 online, and Unit 2 and Unit 4 as in-person sessions.

  • Unit 1 is a 30-minute online unit, in which students are introduced to the concepts of Relationship-Centered Care (RCC), empathy, and O.A.R.S. (Open questions, Affirmations, Reflective Listening, and Summarizing.) through listening, watching and reflecting on the presentation, video clips, case studies. The first unit set a foundation for students in understanding the importance of choosing effective communication tools and techniques, showing empathy, and avoiding biases to facilitate effective communication with patients, families, communities, and other health professionals. Students’ understanding of the concepts is assessed via a short online quiz.
  • Unit 2 is a 90-minute in-person session in which students are expected to acknowledge and be aware of existing assumptions/biases, and to practice giving and receiving feedback and active listening. Students are involved in a number of facilitated small and large group activities, like assumptions activity, giving and receiving feedback, ranting out, and reflection.
  • Unit 3 is another 30-minute online unit in which students are introduced to other effective communication approaches and tools like N.U.R.S.E.(S), and their knowledge about other concepts such as O.A.R.S. and empathy are reinforced. Students will then apply their gained knowledge into an interprofessional case scenario to evaluate their understanding of the learned concepts as a short quiz.
  • Unit 4, the last unit is another 90-minute in-person session in which students participate in a role-playing fictitious case scenario (a Zombie Apocalypse!). The goal of the activity is for students to utilize their gained communication and teamwork skills into the case to identify the needs and to support each other as an interprofessional health care team.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.

Interprofessional Values and Ethics Competency Module

The UW CIPE Interprofessional Values and Ethics Competency Module is offered as a four-hour module in the spring to 2nd-year interprofessional students.

Module Learning Objectives:

  1. Reflect the unique cultures, values, roles/responsibilities, and expertise of other health professions and the impact these factors can have on health outcomes;
  2. Place interests of patients and populations at the center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span; and
  3. Manage ethical dilemmas specific to interprofessional patient/population centered care situation.

Module Structure: The module is four hours in length with two 90-minute in-person sessions and two 30-minute online components.

  • For the first online component and in preparation for the first in-person session, students are asked to complete an ethics worksheet in which they need to describe their own professional code of ethics regarding autonomy, beneficence, nonmaleficence, justice, virtues and interacting with other health care professionals.
  • The first in-person session includes an introduction to the Values and Ethics in IPE along with a number of facilitated pairs, small, and large group activities, discussions and reflections with the goal of creating a shared interprofessional code of ethics. Students share and discuss their professional code of ethics with students from two or more other professions to identify the similarities and differences. In another activity, the interprofessional students share and discuss potential ethical dilemmas within and across professions to develop competence in resolving conflicts in the process of addressing ethical dilemmas using the provided 6-step guidelines.
  • In the second 30-minute online component, as a prep for the 2nd in-person session, students are asked to review and reflect on the newly developed Shared Interprofessional Code of Ethics. The students are also introduced to the concept of One Health via watching two short video clips.
  • The second in-person session includes a number of facilitated small and large group activities, discussions and reflections with the goal of finalizing and expanding the shared interprofessional code of ethics into One Health, and to apply the Shared Codes into an unfolding One Health Case Study. Students are asked to Identify, document, and discuss the most concerning patient, family, and system issues first from their own professional perspective, then from an interprofessional and One Health perspectives, and to develop a collaborative care plan to address these issues at the patient, family, and system levels while using the shared code of ethics.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.

Interprofessional Roles and Responsibilities Module

The UW CIPE Interprofessional Roles and Responsibilities Competency Module as a four-hour module is offered in the fall to 2nd-year interprofessional students.

Module learning objectives:

  1. Recognize one’s limitations in skills, knowledge, and abilities;
  2. Engage diverse professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific health and healthcare needs of patients and populations;
  3. Use the full scope of knowledge, skills, and abilities of professionals from health and other fields to provide care that is safe, timely, efficient, effective, and equitable; and
  4. Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.

Module Structure: the Module includes two 90-minute in-person sessions and two 30-minute online components.

  • For the first online component and in preparation for the first in-person session, students are asked to complete the following: an “elevator” speech describing their profession and a word-cloud assignment in which students to submit 3 words that best represented their own profession and 3 words for each of the participating programs.
  • The first in-person session includes an introduction along with a number of facilitated and interprofessional small and large group activities, discussions, and reflections. In one of the activities, students are paired up with a student from a different program to deliver and discussed their prepared elevator speech. Students are presented with the results of the word cloud assignment for reflection and discussion.
  • For the second online component, students are asked to review a tutorial titled Healthcare Team by the Patient Navigator Training Collaborative and to complete a practice quiz at the end of the tutorial. After viewing the tutorial, students also complete a short online quiz, which assesses their understanding of the tutorial. The goal of the online work is to gain a basic understanding of different health care professionals and their roles and responsibilities within a typical health care team in preparation for the second in-person session.
  • The second in-person session consists of two parts. The first part is a brief review of the pre-class assignment and quiz results. For the second part, students in interprofessional teams review and analyze a case study. This activity is designed to show the importance of knowing one’s own limitations and utilizing team members’ diverse expertise to facilitate optimal team performance. Students also need to communicate well within their group to develop and deliver a comprehensive and well-thought-out collaborative patient care.

Student feedback is collected through Qualtrics surveys at the end of each in-person session.

UW CIPE Healthy Aging Initiative

Interprofessional Practice Learning (IPL) Dementia Caregiving Badge

The Interprofessional Practice Learning (IPL) Dementia Caregiving Badge Initiative is a 3-year project funded by Wisconsin Department of Health through the Wisconsin CDC-funded Building Our Largest Dementia (BOLD) Infrastructure for Alzheimer’s Disease Project.

Primary goal of the initiative is to develop, pilot and implement an Interprofessional Practice Learning (IPL) Dementia Caregiving Badge to educate health profession students to learn and work collaboratively with each other and with the caregivers of people living with dementia.

The IPL Dementia Caregiving Badge is a telehealth community placement in which interprofessional teams of 3-5 students will work collaboratively with an assigned family caregiver of a patient with dementia to develop a customized community resource plan and a collaborative health promotion plan for the caregiver. Student teams will require to complete the 10-12 hours of virtual placement over three months.

At the end of the placement, the students will receive a Formal Digital UW-Madison IPE Badge to add to their resume. The IPE Badge will count towards the UW IPE Path of Distinction Program (https://cipe.wisc.edu/education/#pod).

Student teams will require to complete the 10-12 hours of virtual placement over three months from February to April 2022.

The next round of applications for the IPL Dementia Caregiving Badge will be available in Fall 2022.

Spring 2022 Telehealth Community Placement Opportunity

Advanced Dementia Interprofessional Collaborative Simulation (ADICS)

The overall goals of the ADICS Mini-Course include helping students to improve their interprofessional team-based care competencies (IPEC, 2016), to promote a client/patient-centered approach, and to apply professional knowledge. The course includes a series of four units (two online units and two simulation units).

- Unit 1 (asynchronous) – Introduction to 3Ds (depression, delirium, and dementia)
- Unit 2 (Live Simulation with SPs) – Applying interprofessional collaborative skills to a complex discharge situation where knowledge of a condition, along with the roles and responsibilities of the members of the healthcare team, are required.
- Unit 3 (asynchronous) – Reviewing of cognitive and functional tests and measures, along with interpretation of scores.
- Unit 4 (Live Simulation with SPs) – Interprofessional knowledge integration in developing a collaborative care plan for the client and the caregiver.

In Unit 2 and Unit 4, the team performance will be video-taped and students will have a chance to review their video and self-reflect on their skills along with their peers during the debriefing session at the end of each of these two Units. Students will also receive feedback from the standardized patient, peers, and faculty. There will be opportunities for students to provide their feedback about each of the Units as well as the overall course.