Do you have an IPE activity or initial idea that you would like added to the repository of IPE activities on campus or to be considered by the CIPE Curriculum and Assessment Committee?
Click HERE to submit your existing IPE curriculum activity or proposed IPE curriculum activity. At the submission site you will select one of two forms:
CIPE Interprofessional Existing Activity Repository Submission: The purpose of this form is to index and develop a repository of the existing interprofessional education (IPE) activities being implemented by CIPE member professions. Results from this form will be shared with members of the CIPE Curriculum and Assessment Committee.
This information may be used to:
- Facilitate educational programs’ accreditation processes.
- Create partnerships and other opportunities for programs to collaborate.
- Create opportunities for faculty scholarship and service.
- Provide additional support and resources when possible.
CIPE Curriculum Proposal Submission: The purpose of this form is to collect information regarding proposed interprofessional (IPE) activities and provide information for connecting to other programs. Results from this form will be shared with members of the CIPE Curriculum and Assessment Committee and the request will be reviewed by representatives from potential interprofessional partners.
Notes: Interprofessional Education (IPE) is defined as bidirectional learning with two or more professions learning about, from, and with each other. Requests must include two or more professions (can be professions outside of CIPE member professions).
Breathe Easy: Interprofessional Education Enhances Asthma-Related Knowledge
- Learners: Second-year pharmacy and medicine students participate in an interprofessional activity related to asthma management.
- Activity overview: IPE activity began with an individual quiz to assess baseline knowledge of asthma management and inhaler devices. Next, students in interprofessional groups discussed their respective curricula in general and then, more specifically, their asthma coursework. Groups proceeded through asthma-related cases and prompts to highlight the different expertise among professions. Medical students demonstrated the steps in a pulmonary physical exam and described lung sounds. Pharmacy students demonstrated inhaler device technique on placebo inhalers and described barriers to their use. Collaboratively, the students created a patient-specific, evidence-based plan to optimize the asthma management for a patient case, while facilitators from both professions were available for guidance throughout the activity. The last activity was an individual post-quiz to reassess students’ asthma and inhaler device knowledge.