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)

Summary of the Proposed Learning Activity

Please comment on the following:
Note: This description will be used on the IPE Learning Activity Calendar for students and facilitators (if applicable).
Describe what students are expected to achieve as a result of participation in learning activity.
See CIHC Competency Framework for more details.

Developmental Level in Curriculum to be Addressed

Explore concepts, values and contexts; practice skills.
Apply knowledge and skills; analyze concepts, values, and contexts.
Use and adapt knowledge and skills in practice; translate knowledge; seek new knowledge; act for change.

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.

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.

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.

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).

Debrief Period with Students and, Where Applicable, Facilitators

  • A formal debrief discussing development of collaborative competencies.

Ensuring An Environment of Mutual Respect and Psychological Safety

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

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.