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 Badger Program
<img width="200" height="200" class="attachment-medium_large size-medium_large" alt="" src="https://cipe.wisc.edu/wp-content/uploads/sites/855/2020/06/UW-CIPE-Badger-Logo.png" style="max-width:20%;margin:0 40%">
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.
<b><i>As a branch of the UW–Madison Canvas Credentials</i></b>, 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 <b><i>digital Badges</i></b> to learners who participate in and successfully complete designated IPE offerings and activities at UW–Madison and its partners.
Each IPE Badge, provided through the 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 Quintuple Aim (better care, better health, better value, better work experience, and better health equity). 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.
<i> Please note: The badging service through UW–Madison has recently undergone a transition from UW–Madison "Badgr" Badges, (prior to Fall 2022), to the current Canvas Credentials, (post Fall 2022). As is such, there are two links below with all of the UW CIPE Badges that have been awarded.<i>
Here is the list of IPE Badges offered by UW CIPE:
- Describe the responsibilities of other professionals (health care and others) on the health team
- Demonstrate how the skills and knowledge of interprofessional team members complement and overlap
- Describe how social determinants affect the health of a community or a population (e.g. equity, income, education, environment, etc.)
- Use common public health methods that prevent or address health issues in vulnerable populations
- Reflect on and describe perceptions/biases of individuals who are from different professional or cultural backgrounds
- Respond appropriately to the needs of others based on a sensitivity to, and respect for, their cultural/ethnic background or socioeconomic status
- Describe how a patient’s behavioral/mental health needs may affect their care
- Describe the importance of integrating behavioral health and primary care
- Advocate for the health care needs of a community based on current policy trends (system, local, state, or national level)
- Demonstrate leadership skills (e.g. effectively communicate, inspire others, resolve conflict, accept feedback, etc.)
- Work collaboratively with patients, communities, or other health professionals
- Increase awareness of Wisconsin’s current and emerging health issues
- Identify and share quality sources of information to stay abreast of the latest in health and health care
- Utilize the knowledge and skills gained from the AHEC Scholars Program to provide health care in a rural, medically underserved, or vulnerable population
- Develop competence in working with individuals of other professions to maintain a climate of mutual respect and shared values (IPEC, 2016).
- Develop competence in using the knowledge of own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations (IPEC, 2016).
- Develop competence in communicating with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease (IPEC, 2016).
- Develop competence in applying the relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable (IPEC, 2016).
- Become an interprofessional practitioner through developing/enhancing a simultaneous sense of belonging to own profession and the interprofessional team/community – also known as Dual Profession and the Interprofessional Identity Development (Khalili, 2020; HPAC, 2019).
- Competency 1: Work with individuals of other professions to maintain a climate of mutual respect and shared values. (Values/Ethics for Interprofessional Practice)
- Competency 2: Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations. (Roles/Responsibilities)
- Competency 3: Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. (Interprofessional Communication)
- Competency 4: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable. (Teams and Teamwork)
- (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;
- Participating and providing constructive feedback in IPE pilot offerings.
- Competency 1:Demonstrate Values and Ethics for Interprofessional Practice
- Competency 2: Utilizing Roles and Responsibilities for Collaborative Practice
- Competency 3: Implementing Interprofessional Communication Practices
- Competency 4: Applying Interprofessional Teamwork and Team-based Practice
- Competency 5: Developing a personalized approach to promoting client/patient-centered approach in health/social care delivery
- Competency 6: Using professional knowledge in caring for people living with dementia
- Demonstrate understanding of the unique challenges family caregivers of people with dementia experience in maintaining their own health.
- Illustrate knowledge and expertise in identifying needed and customized community resources (e.g. health and wellness, nutrition, stress management resources, etc.) for family and caregivers to support caregivers of people living with dementia.
- Practice interprofessional collaborative skills through creating an interprofessional, client customized community-based resource document for caregivers of and people living with dementia.
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, improving the work experience of healthcare professionals, and improving healthy equity – known as the ‘Quintuple 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 UW IPE PoD Application is open year-round and upon acceptance students can start working on UW IPE PoD requirements right away. Students must be in good academic standing with their program and sign a letter of attestation to agree to this policy in the application process. Students must remain in good academic standing while completing the UW IPE PoD requirements. As a note, upon acceptance the student participants will "officially" join their UW IPE PoD cohort the next closest fall semester. In order to receive the UW IPE PoD award at graduation, student participants must remain in good academic standing within their program and must complete and satisfy the following requirements by April 1 of the year of graduation:
- Complete the four UW CIPE Competency Modules
- Complete an additional designated IPE course
- Complete 4-hour designated IPE simulation module/activities
- Complete 10 hours (intentional/facilitated) designated IPE Clinical/Community Placement
- (Co)Organize/Facilitate one or more UW CIPE Knowledge Exchange Series (KES);
- Earn an IPE Leadership Badge by (Co)Facilitating (or serve as a Student Group Leader in) across two sessions of a UW CIPE Competency Modules;
- UW IPE PoD Students may facilitate more than one IPE Competency Module
- Serve as Officer/Board Member of an IPE-Related Student Organization;
- Serve as an active member of an IPE-related Committee/Taskforce/ Summit/Conference;
- Participate and provide constructive feedback in one or more IPE pilot offerings;
- Other.
UW IPE Path of Distinction Program Resources
Competency Modules
IPE Offerings
UW CIPE Competency Modules
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 <a href="https://www.ipecollaborative.org/">Interprofessional Education Collaborative (IPEC)</a> core competency and a number of related sub-competencies (as listed in each module description).
<b><i>The <a href="https://cipe.wisc.edu/education/#badger">IPE Fundamental Badge</a> will recognize</i></b> students’ achievement in gaining the basic knowledge, skills, and attitude towards becoming interprofessional practitioners.
Competency Modules Overview:
- Describe the process of team development and the roles and practices of effective teams.
- Engage health and other professionals in shared patient-centered and population-focused problem-solving.
- Reflect on individual and team performance for individual, as well as team, performance improvement.
- Use available evidence to inform effective teamwork and team-based practices.
- 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.
- Choose effective communication tools and techniques to facilitate discussions and interactions that enhance team function;
- 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;
- Use respectful language appropriate for a given difficult situation, crucial conversation, or conflict;
- 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.
- 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 unfolding case scenario about a patient who has gone missing. 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.
- Recognize one’s limitations in skills, knowledge, and abilities;
- 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;
- 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
- Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.
- 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.
- Reflect the unique cultures, values, roles/responsibilities, and expertise of other health professions and the impact these factors can have on health outcomes;
- 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
- Manage ethical dilemmas specific to interprofessional patient/population centered care situation.
- 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.
UW CIPE Healthy Aging Initiative
Interprofessional Community Dementia Caregiving (ICDC) Mini-Course
The Interprofessional Community Dementia Caregiving (ICDC) Mini-Course is a project funded by Wisconsin Department of Health through the Wisconsin CDC-funded Building Our Largest Dementia (BOLD) Infrastructure for Alzheimer’s Disease Project. The primary goal of the initiative is to implement and evaluate an opportunity to educate health and social care profession students to learn and work collaboratively with each other and with the caregivers of people living with dementia. The ICDC is a virtual community mini-course in which interprofessional teams of students work collaboratively with each other and with an assigned family caregiver of a patient living with dementia, a dementia care specialist (DCS), and a faculty/community facilitator to develop a customized Caregiver Health and Wellness Resource Packet (as a Capstone Project) for the caregiver. Participation in the Spring 26 ICDC Mini-Course will count toward a UW IPE Digital Badge. Meeting Dates Spring 2026 (all meetings are virtual): Tuesdays and Thursdays, February 17 – March 10. Meeting times 5-7 pm. (2/17, 2/19, 2/24, 2/26, 3/3, 3/5, 3/10) Due to the participatory nature of this course, attendance at all sessions is mandatory. Want to RSVP or be contacted about the ICDC for Spring 2026? Click HERE.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, 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, 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 Quintuple Aim (patient care, population/community health, cost-effectiveness, providers wellbeing, health equity).
• 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, UW CIPE is mandated to facilitate transforming health education, practice, and research through interprofessional collaboration and teamwork to improve the Quintuple Aim (better health, better care, better value, better work experience, and better healthy equity) 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:
<b>1. Interprofessional Representation</b>
<b>2. Interprofessional Engagement</b>
<b>3. Interprofessional Learning Outcomes</b>
<b>4. Interprofessional Reflection</b>
<b>5. Interprofessional Offering Characteristics</b>
Each Sub-criterion will be awarded points on a three-point scale:
• <b>5 points</b> – earned when an acceptable level of IPE occurs with respect to each sub-criterion.
• <b>8 points</b> – earned when a moderate level of IPE occurs.
• <b>10 points</b> – earned when strong IPE principles are attained.
IPE Offerings will be awarded a UW CIPE certificate as following – based on their total earned points:
• <b>IPE Bronze Certificate</b>: 50 – 65 points
• <b>IPE Silver Certificate</b>: 66 – 85 points
• <b>IPE Gold Certificate</b>: 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 Professional Development Program
UW CIPE Professional Development Program
The success and sustainability of IPE programs rely on well trained faculty/preceptors who are able to effectively integrate IPE into the curricula and clinical learning environments.
To address this demand, the UW CIPE has formed an international interprofessional professional development consortium consisting of five universities from US and Canada – UW—Madison, UW—Milwaukee, Medical College of Wisconsin, Concordia University Wisconsin, and Dalhousie University – who are tasked with the development and delivery of the UW CIPE IPE Teaching and Facilitation Badge Program.
Goals:
The overall goals of the UW CIPE Teaching and Facilitation Badge is to assist faculty, staff, facilitators, preceptors, graduate students and practitioners with:
1. Advancing/enhancing their knowledge, skill, norms, behaviors, and ability to teach and facilitate IPE in diverse settings
2. Developing, implementing, and evaluating intentional, engaging, meaningful, and effective IPE activities/offerings
3. Promoting and supporting IPE integration through organizational change and development.