For a general introduction to
The brochure can also be found in hard copy from the
IPEin the Health Sciences Division: A Concept Paper (April 2017) (PDF) IPEConceptual Model, revised 2018 (JPEG)
The conceptual model incorporates these core ideas:
- The contemporary global context for health care is driven by needs for sustainability, efficiency and high-quality care for patients/clients.
- The New Zealand context for health care is driven by special obligations under the Treaty of Waitangi, and the particular needs of Māori, Pacific, rural and disadvantaged populations.
- Health and education systems share contextual drivers and respond through innovation and partnership to support changes in health delivery systems.
- Health and education systems centre on the needs of the patient/client/family/community.
- Health and education systems are bridged by a capability framework for pre- and post-registration professionals: the
IPEcompetencies lay the foundation for effective collaborative practice to optimise clinical outcomes.
- Capabilities developed through
IPEin health professional programmes are applied and consolidated collaboratively in clinical and workplace settings.
IPEcompetencies (capabilities) are acquired through stepped levels, as students and professionals progressively learn with, from and about each other.
- Interprofessional learning may be serendipitous in a range of settings, and valuably augment more formal planned learning.
IPErequires planned interaction and formal learning activities scaffolded through the curriculum, and assessed to support progression. IPEcompetencies are acquired to support and integrate with Otago / Health Sciences graduate profiles.
Key components of the Framework are summarised below.
IPE common language
Common language terms around interprofessional (IP) education and practice aid common understanding for teachers, practitioners, and learners.
IPE longitudinal curriculum
A longitudinal curriculum is developed for pre-registration students and:
- Fits institutional complexity and regulatory requirements
- Is designed to be adaptive, responsive, and sequential.
IPE competency domains
- IP communication
- Role clarification and appreciation
- Reflective practice, incorporating IP principles, values, ethics
- Teamwork and team functioning, including conflict negotiation and resolution
- Collaborative leadership and followership
- IP co-ordination and shared decision-making.
IPE credit equivalence system
- Support a co-ordinated, yet flexible,
IPEsystem and equivalence process.
- Record and accredit
- Capture students'
IPEparticipation for the purpose of their permanent academic record.
IPE staff and partners
Systems will be developed so that staff contribution
- Is recognised, supported and resourced at Departmental, School, and Divisional level, and
- Across the continuum of
IPEactivities, including IPEpartners and associations.
- Evaluation is based on an appropriate mix of outcomes-based instruments, interviews and focus group data.
- Otago health professional students currently have
IPEopportunities after completing the Health Sciences First Year which precedes their health professional programme, e.g. Dentistry, Medical Laboratory Science, Medicine, Pharmacy, Physiotherapy.
- Some Otago students have
IPEopportunities from their first year of study, either at undergraduate (e.g. Oral Health, Radiation Therapy) or postgraduate-entry level (e.g. Dietetics, Nursing).
- It benefits Otago students to learn interprofessionally with, from and about health/social care professional students from other disciplines in programmes offered by partner institutions around the country, e.g. Nursing, Occupational Therapy, Paramedicine, Social Services, Social Work, Speech Language Therapy.
Otago students’ interprofessional learning progresses through the course of their degree in activities at three levels of learning:
- Exposure – an
IPElearning activity that is case-based or problem-based, but does not need to involve patients/clients either simulated or actual.
- Engagement – an
IPElearning activity that involves patients/clients either simulated or actual, but not in a clinical workplace where care is undertaken.
- Immersion – an
IPElearning activity that is based in a clinical workplace where students participate in usual care; the term ‘complex immersion activity’ is used to denote an extended clinically-based rotation/block module.
- Workload hours
- Complexity of interprofessional learning, and
- Expected learning outcomes
At Otago, an
- Involves students from two or more professions (preferably three or more)
IPE-trained staff, from two or more professions wherever possible
- Includes at least one explicit interprofessional learning outcome – preferably more than one
- Involves interactive learning
- Assesses at least one interprofessional competency domain (see table above).
For a full listing of
IPE Non Communicable Diseases Module
This is an example of an
The Module has run since 2017, and now involves 9 health professional programmes from Otago (Year 3 Dentistry, Oral Health, Medicine, Pharmacy and Physiotherapy, and Year 1 Master of Dietetics) and the Otago Polytechnic (Year 2 Nursing, Occupational Therapy and Social Services).
The overall aim of the module is to demonstrate commitment by the University of Otago and the Otago Polytechnic to excellence in teaching and learning, and advancing
Students learn in interprofessional groups of approximately 15 students each, with at least 3 disciplines in each. Subgroups develop a management plan for one of three possible cases, and each of the three groups present their ideas back to the others.
InVoLVE – Interprofessional Visits to Learn Interprofessional Values through Patient Experience
This is an examples of an
InVoLVE is delivered in a three-part form embedded within each discipline’s curriculum including an introductory class, an independently undertaken home visit to a person with multimorbidity and a final class presentation. Classroom time typically includes a mix of social interaction, small group work, teaching about content and in the initial class, support is given to assist students to prepare for the home visit and to undertake the presentation.
Tairāwhiti Interprofessional Education Programme (TIPE)
This is an example of a complex-immersion
Students from each health discipline are based for five weeks in the region (Gisborne or Wairoa). They study and work together in rotational groups. Educational objectives for the programme relate to hauora Māori, rural health, interprofessional education, and chronic conditions management.
The programme was initially funded for a three-year period from 2012, with funding renewed and currently obtained up to the end of 2021.