PIPES Application

University of Toronto’s Interprofessional Education (IPE) Curriculum

All learning activities in the IPE curriculum must be interprofessional, according to the definition of the World Health Organization (2010).
Interprofessional education is education that occurs when two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. Professional is an all-encompassing term that includes individuals with the knowledge and/or skills to contribute to the physical, mental and social well-being of a community.
During the approval process, the proposed activity will be considered for both process (how the activity is designed and conducted) and content (what content and competencies are being addressed).

Activity Lead(s)

First Name*

Last Name*

Email*

Profession*

Add Additional Activity Lead

First Name

Last Name

Email

Profession

Summary of the Proposed Learning Activity

Please comment on the following:

A Description of the Activity

Learning Objectives

Collaborative Competencies to be Addressed (see link for CIHC Frameworks)

Target Level of Learner Where Applicable (See Links Below for Developmental Curriculum Levels)

Agenda Outlining Content

Process and Content Criteria

How the learning occurs and what is being learned.

Level of Interactivity

Appropriate mix of information and interaction.
Minimum of 50% (preferably) of the activity is interactive involving discussion or activity between learners.

Identify nature of interactivity (e.g., discussion, role play, simulation):*

If less than 50% interactivity, describe how interactivity across learners will be optimized:

IPE Facilitators/Leads

Facilitators/leads should ideally represent different professions/roles and be adequately prepared to facilitate the learning activity.
Minimum of two professions/roles involved in leadership and/or facilitation of learning activity.

Identify professions/roles represented:*

Describe how facilitator/leads are prepared/trained to facilitate learning activity:*

Distribution of Professions Represented Among Learners and Small Groups

Minimum of two distinct professions/roles must be involved among learners, with an aim towards no more than 50% representation preferably from one profession within student group distribution.

Identify target number of professions/roles among learners:*

If more than 50% representation of one profession, describe how equity of interprofessional discussion will be facilitated:

Realistic or Authentic IPE Learning Activity

The activity should be based on active engagement in realistic and/or authentic learning experiences.
Examples of realistic and/or authentic learning experiences include patient-based cases, team scenarios/simulations, patient/client/family member participation (speaker/facilitators).

Describe how this activity prepares learners for collaborative practice using realistic and/or authentic experiential learning:*

Debrief Period with Students and, Where Applicable, Facilitators

A formal debrief discussing development of collaborative competencies.

List proposed debrief questions and format:*

Ensuring An Environment of Mutual Respect and Psychological Safety

Some examples include setting group norms, encouraging participants to have a voice, etc.

What format and steps will you be taking to ensure an environment of mutual respect and psychological safety?*

Please note: You will receive an email copy of your application once you have submitted your form.