The Division of Health Sciences has a vision to "establish Otago as a national leader in interprofessional education across the health professions."
To achieve that vision, the
From 2020, the Division moved into a second cycle of strategic goals, set out in:
- A Curriculum and Quality Framework for Interprofessional Education at Otago: Strategic Plan 2020-2024 (Statement of Policy Recommendations) (PDF)
Specifically, these are policy recommendations for Otago, to support a high-quality, integrated and longitudinal
- Overarching aims for
IPEactivity components in a sequential curriculum
- Defined set of curriculum learning outcomes
- Expectations for student attainment, collectively and individually
- Guidelines for
IPEstudent assessment and IPEactivity evaluation
- Capacity to adapt and respond to the context, needs, opportunities and partnerships of
- Recognition for staff contribution to
- Quality systems to accredit
IPEactivities, record student IPEcredits, and evaluate the IPEintegrated curriculum.
The Division of Health Sciences Centre for Interprofessional Education ("
IPEDirector IPEDeputy Director IPECampus Leads: IPELeads Dunedin IPELead UOC IPELead UOW IPECentre Manager
- IPE Complex Rural Immersion Programmes Manager
- Administrators Client Services
With oversight by the Divisional Executive, the Centre sets a direction and work programme to support and foster the development of high-quality
- Develop more systematic means of establishing ongoing IPE perspective in the curriculum structures of all Schools in the Division.
- Maintain all learning activities that are going well and can be delivered during the pandemic
- Prioritise development of new IPE learning activities in clinical workplaces; experience has shown this requires significant practical support from IPE Leaders and IPE administrators as well as specific modest funding of DHB/Health NZ staff for IPE teaching roles.
- Welcome offers by other Departments, Schools and partners to independently offer or partner in leading IPE activities, e.g. as proved successful in 2021 for IPE Professional Ethics development (Bioethics) and IPE Cancer Care and Life-limiting Illness in Midcentral (partnering with staff from Massey University)
- Stocktake IPE learning activities according to IP competencies and levels of learning, i.e. map competencies of registered, accredited IPE learning activities against the six IPE competencies and the three levels of learning (complexity) agreed in the IPE Quality Framework; identify gaps or over-supply in learning activities that are designed to deliver particular competencies and begin the work of addressing these.
- Sustain IPE research at current levels.
- Seek any potential ways to break the bottleneck of insufficient funding, e.g. grants, research proposals, philanthropy with the assistance of Divisional Development arm.
Focus in previous years
- IPE Centre Evaluation Report 2021
- IPE Centre Annual Evaluation Report 2020 (PDF)
- IPE Centre Annual Evaluation Report 2019 (PDF)
IPECentre Annual Evaluation Report 2018 (PDF) IPECentre Annual Evaluation Report 2017 (PDF) IPEAnnual Evaluation 2016 (PDF)
- The IPE Director is a member of the Health Sciences Divisional Executive, facilitating Divisional strategic oversight of the
IPECentre and the Health Sciences Division's IPEactivities. (Prior to 2021, a Divisional IPE Governance Group (DIPEGG) served this function.)
IPELeaders Group - comprising the IPEDirector, IPEDivisional Lead, IPECampus Leads and IPECentre Manager - provides leadership and strategic support to IPECampus Groups as required. IPECampus Groups and/or task teams serve as IPEleadership teams on each campus (Dunedin, UOC, UOW).
IPECentre and its divisional and campus-level governance structures
IPECentre and IPEactivities and teams based at various campus and regional sites, as well as complex rural immersion activities, i.e. the Tairāwhiti Interprofessional Education Programme and Te Tai Poutini IPE Programmes IPEactivities involving the University of Otago and other community and institutional partners.