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CIPE is now CACHE
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About Us
About Us
Centre Renaming
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Elective Approval Process (PIPES)
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Interfaculty Pain Curriculum
Partners
Interprofessional Education (IPE) Leaders Network
Interprofessional Healthcare Students' Association
InterFaculty Curriculum Committee (IFCC)
Student Mental Health Resources
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Professional Development
ehpic™
Collaborative Change Leadership™ Program
BOOST! Workshops
VITAL - Virtual IP Teaching And Learning
Teaching for Transformation (TforT)
Best Practices in Education Rounds (BPER)
Customized Programs/Consultation
Research & Innovation
RISE portfolio
Research integration
Innovation
SLED-VAST
CAPE Learning
Team Primary Care: Training for Transformation
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Strategic Education Development Grant
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Community & Partnerships
Together: Stories of Collective Impact
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Giving
Partners
Exploring Health Teams
Centennial College partnership
Collaborative Centre for Climate, Health & Sustainable Care
Interprofessional Communities & Networks
Patient Partners
Collaborative Community of Practice (CoP)
IPECP Centres & Networks
Affiliate Scholars
Interprofessional Care (IPC) Network
Tools & Resources
Tools & Resources
Podcasts - IP Healthcare Series
Video Files
DVDs & Video Streaming
Tools & Toolkits
Key References
Reports and Brochures
Online Supplements for Education
Team Primary Care (TPC) Resources
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
Title of Proposed Learning Activity
*
Proposed Length of Activity in Minutes
*
Maximum Number of Learners that can be Accommodated
*
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
Brief Description (50 Words Maximum)
*
Note: This description will be used on the IPE Learning Activity Calendar for students and facilitators (if applicable).
Proposed Learning Objectives
*
Describe what students are expected to achieve as a result of participation in learning activity.
Collaborative Competencies to be Addressed
*
See
CIHC Competency Framework
for more details.
Developmental Level in Curriculum to be Addressed
EXPOSURE: Introduction
Explore concepts, values and contexts; practice skills.
IMMERSION: Development
Apply knowledge and skills; analyze concepts, values, and contexts.
COMPETENCE: Entry-to-Practice
Use and adapt knowledge and skills in practice; translate knowledge; seek new knowledge; act for change.
UNSURE: CACHE to determine developmental level
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?
*
Upload documents to support your application (OPTIONAL):
Maximum 5 files.
100 MB limit.
Allowed types: gif, jpg, jpeg, png, bmp, eps, tif, pict, psd, txt, rtf, html, odf, pdf, doc, docx, ppt, pptx, xls, xlsx, xml, avi, mov, mp3, mp4, ogg, wav, bz2, dmg, gz, jar, rar, sit, svg, tar, zip.
Date Submitted
Please note: You will receive an email copy of your application once you have submitted your form.
Please note: You will receive an email copy of your application once you have submitted your form.
Mobile Menu
About Us
About Us
Centre Renaming
Centre Team
Vision, Mission, and Team Values
Strategic Plan 2022-2027
What is Interprofessional Education
What's New!
Events Calendar
Key Contacts
Curriculum
Curriculum
IPE Foundational Learning Activities
Curriculum Tools & Resources
Students
IPE Management System
Interprofessional Health Arts & Humanities Certificate Program
LIFT Program
Senior Interprofessional Design Projects
Student Leadership Experiences (SLE)
TAHSN SLE Steering Committee
SLE Resources
Curriculum FAQ's
Facilitators
Elective Approval Process (PIPES)
PIPES Application
Interfaculty Pain Curriculum
Partners
Interprofessional Education (IPE) Leaders Network
Interprofessional Healthcare Students' Association
InterFaculty Curriculum Committee (IFCC)
Student Mental Health Resources
Professional Development
Professional Development
ehpic™
Collaborative Change Leadership™ Program
BOOST! Workshops
VITAL - Virtual IP Teaching And Learning
Teaching for Transformation (TforT)
Best Practices in Education Rounds (BPER)
Customized Programs/Consultation
Research & Innovation
RISE portfolio
Research integration
Innovation
SLED-VAST
CAPE Learning
Team Primary Care: Training for Transformation
Scholarship & Evaluation
Strategic Education Development Grant
Community & Partnerships
Centre Membership
CACHE Awards of Merit
Community & Partnerships
Together: Stories of Collective Impact
Newsletter archive
Giving
Partners
Exploring Health Teams
Centennial College partnership
Collaborative Centre for Climate, Health & Sustainable Care
Interprofessional Communities & Networks
Patient Partners
Collaborative Community of Practice (CoP)
IPECP Centres & Networks
Canadian IPE Centres
American IPE Centres
International IPE Centres
Affiliate Scholars
Interprofessional Care (IPC) Network
Tools & Resources
Tools & Resources
Podcasts - IP Healthcare Series
Video Files
DVDs & Video Streaming
Tools & Toolkits
Key References
Reports and Brochures
Online Supplements for Education
Team Primary Care (TPC) Resources