Revised IPEC Competencies….Now What?

In November 2023, the Interprofessional Education Collaborative (IPEC) Executive Board released version 3 of the IPEC Core Competencies to reflect the changing IPEC membership and to advance current research, policy, education, and practice realities. Given the changes to the competencies and lack of current assessment tools, this seminar will provide participants with much needed opportunity to discuss application of the competencies to the interprofessional learning continuum model (IPLC) (Institute of Medicine, 2015) and how this might be useful for evaluating application of the competencies to existing IPE curricula. Presenters will share the crosswalk review between versions 2 and 3 of the IPEC competencies to increase participant awareness of changes to the competency domains and sub-competencies. Presenters then will share the results of focus groups and surveys conducted at their institution in which students and knowledgeable faculty and administrators were asked to categorize the new competencies as “foundational”, “graduate”, and/or “experienced”, as informed by the IPLC model. This input was collected to assess opportunities in exisiting IPE curriculum and co-curricular activities to apply the new competencies. Categorization of competencies in such a way may assist IPE leaders, IPE curriculum developers, program faculty, clinical educators, students, and others in the development and support of IPE and needed partnerships that provide opportunity for the acquisition and support of skills, knowledge and attitudes appropriate for learner level.

Participants of this session will participate in a discussion and exercise to categorize the competencies as “foundational”, “graduate”, and/or “experienced”, according to the IPLC model. During the seminar, participants will use the competency crosswalk tool to compare and contrast current IPE curricula at their facility as related to one competency domain. The seminar will use polling, worksheets, and chat features as active learning strategies to engage and promote group discussion and consensus. Participants will gain knowledge of the revised IPEC competencies and methods to incorporate into IP curriculum at appropriate learning levels. Barriers to implementation of IPEC competencies such as faculty buy-in, leadership support, curriculum integration, assessment and outcomes, as well as possible strategies to overcome them will be discussed and brainstormed.

After attending this session, the learner will be able to:
1. Compare version 2 and 3 IPEC competencies revisions in relation to current IPE course curriculum.
2. Differentiate the competencies into basic, intermediate, and advanced learning levels.
3. Select the appropriate competencies to meet student learning levels across the IPEC learning continuum.
4. Construct new IP course curriculum learning objectives to reflect student learning levels.
5. Examine barriers to implementation of IPEC competencies and discuss possible strategies to overcome the barriers.

Reference
Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes; Board on Global Health; Institute of Medicine. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington (DC): National Academies Press (US); 2015 Dec 15. 3, Conceptual Framework for Measuring the Impact of IPE. Available from: https://www.ncbi.nlm.nih.gov/books/NBK338356/