The CIPE Curriculum & Assessment Committee (CAC) designs, reviews, and evaluates CIPE’s IPE curriculum and learner assessment in collaboration with individual programs and makes data-driven recommendations for curricular revisions as appropriate.
The CAC works closely with the CIPE Director and the CIPE Steering Committee as the core IPE curriculum framework (comprised of IPE learning objectives, universal, and selective IPE activities) is being developed, implemented, evaluated and/or revised. This committee will serve as the primary committee responsible for developing and revising the core IPE curriculum framework’s learning objectives and universal IPE activities. The committee will oversee the design of selective IPE activities (creating activities or tasking others or reviewing proposals) and assessments of student learning from any IPE activity that is intended to be a part of the core IPE framework. The committee will report on student cohort progress toward achieving the learning objectives articulated in the core IPE framework in collaboration with the individual programs. The CAC is responsible for making evidence-based recommendations for curricular modifications (i.e., to IPE learning objectives and IPE activities). The committee shall also identify promising or exceptional student learning and assessment practices and communicate that information to IPE activity design teams. The CAC will assist, as needed, the CIPE Professional Development Team to identify potential areas for professional development activities with respect best practices in IPE curriculum design, delivery and assessment.
Each member of the CAC will represent their own professional academic program and as such, will serve as a liaison between the CAC and the profession- specific academic program (ideally including the profession-specific curriculum committee). CAC members are expected to regularly participate in monthly meetings of the CAC
The committee members will include faculty representatives from each academic program involved with the CIPE (i.e., audiology, genetic counseling, medicine, nursing, occupational therapy, pharmacy, physical therapy). The number of faculty representatives will be determined by the types of programs involved within each educational program. Although consensus will be the goal in decision-making, each academic program will have one vote. The ex-officio members will include the CIPE Director and one student representative from each of the CIPE educational programs, as identified by the CIPE Steering Committee members (total students = 3). Ex-officio members will be non-voting members.
- Each committee member will be appointed for a two-year renewable term in June of each year, with a staggered rotation to ensure continuity on the committee as follows:
- Year One Rotation: Representatives from nursing, medicine and OT; plus one student member.
- Year Two Rotation: Representatives from PACS, Pharmacy and PT; plus two student members.
- The rotation sequence will repeat respectively in subsequent years. Note some educational programs may appoint a permanent position within their program to serve as their representative to the CAC.
The chair of the committee will be elected among the faculty members of the committee and will serve a two consecutive year term. The chair will lead committee meetings and meet with the CIPE Director on a regular basis to develop meeting agendas
Current Members (2023-2024)
- Rachael Bradshaw, MS, CGC, Program in Genetic Counseling, WUSM
- Aaron Buck, MSN, RN, CPNP-PC, Goldfarb School of Nursing
- Dennis Chang, MD, MD Program, WUSM
- Lauren Felton, AuD, CCC-A, Program in Audiology and Communication Sciences, WUSM
- Heather Hageman, MBA, Center for Interprofessional Practice and Education
- Katie Jett, DNP, RN, MSN, FNP-BC, Goldfarb School of Nursing
- Jill Johnson, PT, DPT, Program in Physical Therapy, WUSM
- Emily Somerville, OTD, OTR/L, Program of Occupational Therapy, WUSM
- Amy Tiemeier, Pharm.D., BCPS, St. Louis College of Pharmacy at UHSP, Chair
WUSM: Washington University School of Medicine
UHSP: University of Health Sciences and Pharmacy in St. Louis
Initial Charge at the Inception of the Committee
The initial charge is to develop an integrated, longitudinal core interprofessional curriculum framework to be shared and implemented across all CIPE educational programs. The curriculum framework should be based on sound educational principles and mindfulness of individual academic program tracks and accreditation/certification requirements, as applicable. Subsequently, it is expected that the committee will develop (or task development to subcommittees) curricula and learner assessments and review the content and design of any IPE activities that are intended to be a part of the core interprofessional curriculum framework to ensure the activity addresses one or more learning objectives in the framework. They will review feedback on curricular elements and make suggestions for change.
- Tammy Burlis, PT, DPT, CCS, Washington University School of Medicine
- Jennifer Griffith, MD, PhD, Washington University School of Medicine
- Ryan Smith, CHW, BSW, St. Louis Integrated Health Network