Points for Interprofessional Education System (PIPEs)

Version 1.1. 7/29/2013
©Centre for Interprofessional Education, University of Toronto
Points for Interprofessional Education System (PIPEs)
Interprofessional Education (IPE) Curriculum
All learning activities in the IPE curriculum must be interprofessional, according to the definition of the World Health
Organization (2010).
Interprofessional education (IPE) is education that occurs when two or more professions learn about, from and with
each other to enable effective collaboration and improve health outcomes. Professional is an all-encompassing term that
includes individuals with the knowledge and/or skills to contribute to the physical, mental and social well-being of a
community.
This differs from multi-professional education where students from various professions may be learning together, but
not from each other and their professional perspectives.
The points system was developed as a two-phase project. A modified Delphi technique was employed to develop a list of
the key components of an IPE session. The Delphi is a decision-making process that uses expert opinion, gathered
anonymously, under the guidance and direction of a facilitator. Using the Delphi process, an expert panel was asked to
select key criteria applicable to the IPE curriculum. The initial round list was generated containing an amalgamation of
all the ideas suggested. The list, 27 criteria, was then distilled down to 11 distinct criteria. During the second round the
panel were requested to rank them in order of importance, the results of which are noted in Table 1.
Table 1.
Round Two: (Delphi results in order of priority)
1. Realistic/authentic learning activities that mirror real – life healthcare teams and healthcare delivery
2. Interactive instead of didactic
3. Facilitators from different professions and educated to provide IPE
4. Explicit IPE learning outcomes
5. Debriefing period after IPE session
6. Minimum of three professions involved
7. Case-based learning
8. Frequency of sessions (many interactions across length of training)
9. Students are within similar levels of their professional programs
10. IPE learning assessment
11. Length of session
The second phase involved the Centre for Interprofessional Education (CIPE), formerly Office of Interprofessional
Education (OIPE), Core Competency and Points Working Group (CCPWG) taking this information and applying it to the
University of Toronto’s IPE curriculum in the form of a points system. Through the CCPWG meetings and with the
assistance of a biostatistician, the 11 criteria from the modified Delphi were carefully analyzed and eight items were
selected for final inclusion in the points system. The three criteria that were removed were ranked lowest. Their removal
was also a result of redundancy or their use elsewhere within the curriculum. The remaining criteria were then divided
evenly into two different categories: Process and Content. The Process Category involves criteria that describe how the
learning occurs within the learning activity. Content Criteria refer to what will be learned.
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©Centre for Interprofessional Education, University of Toronto
All eight criteria were awarded a range of points on a three-point scale – ‘0’, ‘5’ and ‘10’ – with ‘0’ points given when
none or low levels of interprofessional educational activity occur with respect to each criteria, ‘5’ points are earned for
an acceptable or moderate amount and ’10’ points when strong interprofessional education principles are attained. (See
Table 2). To ensure greater validity and reliability, the CCPWG developed descriptors for each anchor on the rating scale
and with each criterion.
The intention is that each learning activity, core or elective, will be awarded a number of points as a result of their rating
on the criteria. To be incorporated in the IPE curriculum, all learning activities must have two process and two content
criteria and a minimum of 15 process, 10 content and 30 points overall. For example, the introductory Teamwork: Your
Future in Interprofessional Healthcare accrues a total of 45 points with 25 content and 20 process points, while the
structured IPE Component in a Clinical Placement may accrue 80 points, as it entails more of the criteria deemed to be
crucial to IPE.
The points system will ensure that students take sufficient elective learning activities to compliment the core learning
activities. In this way, a minimum number of points will be required in order to cover the core competencies and
successfully complete the IPE curriculum.
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©Centre for Interprofessional Education, University of Toronto
Table 2.
PIPEs Allocation Table
NOTE: To be incorporated into the IPE curriculum, each learning activity must have two process and two content criteria. In addition, a minimum of 15 process, 10 content
and 30 points overall must be accrued.
Learning Categories: Red: 30-45 points Orange: 50 – 60 points Green: >60 points
Points 0 5 10 Number
A. PROCESS (How)
P1 – Level of IP interactivity Didactic Discussion Interactive
P2 -Number of professions with IPE educated
facilitators 1 2 >2
P3 – Number of professions represented in
student participants
<3 3 >3
P4 – Frequency of interactions across the learning
activity
1 2 >3
PROCESS SUB-TOTAL
B. CONTENT (What)
C1 – Realistic and authentic IP learning activity
(performance-based)
See/hear Talk/Dialogue Do/ Real Life
C2 – Explicit IPE learning outcomes – number of IPE
constructs
1 2 3
C3 – Debrief period with students and facilitators after
IPE learning activity
None Informal debrief:
reflection focusing on content
Facilitated debrief:
reflection focusing on content and
process (guidelines provided)
C4 – Case-based learning No cases Case presentation with some
application
(adjunct to learning activity)
Dedicated case presentation and
in- depth dialogue
(primary focus of learning activity)
CONTENT SUB-TOTAL
TOTAL LEARNING ACTIVITY POINTS
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©Centre for Interprofessional Education, University of Toronto
Points for Interprofessional Education System (PIPEs) Allocation
This document accompanies the PIPEs Allocation Table and defines the criteria and terminology used within it. The PIPEs
is a quality measure and serves to guide the process of bringing learning activities into the IPE curriculum. It allows the
weighting of different types of IPE learning activities to ensure that students take necessary and sufficient electives to
compliment the core learning activities and thus cover the core competencies and complete the IPE curriculum.
Points are allotted on a three point scale with ‘0’ points given when none or low levels of interprofessional educational
activity occur with respect to each criteria, ‘5’ points are earned for an acceptable or moderate amount and ’10’ points
when strong interprofessional education principles are attained.
Process Criteria
These criteria refer to how the learning occurs within the activity. Three Process Criteria must receive points to be
included in the curriculum, with a minimum of 15 points accrued in this category.
P1 – Level of IPE interactivity
This refers to the degree of interactivity with other professionals within a learning activity. This may include very
minimal interactivity, as exemplified by a didactic lecture where most of the information-giving is one-way from the
lecturer(s) to the students (0 points). Moderate interactivity is seen when large and small group discussion occurs on
a topic or issue within the activity (5 points). Finally, maximum interactivity is noted when students are engaged in
interaction with a client/patient/family or other professionals, or an IPE simulation (10 points).
P2 – Number of professions with IPE educated facilitators
This criterion refers to the number of different professions that are represented in the facilitator group. The higher
the number, the greater the points accrued. The term profession here is defined as any health care group that is
involved in patient/client/family care. The term health should be interpreted broadly to include a variety of settings,
including those in the education, corporate and beyond. A health care group may be a regulated or non-regulated
profession, or may not be typically considered a profession per se. As well, the client/patient/family may be
considered as a health care group and so should also be counted in this number, as appropriate. When possible, a
co-facilitation model is preferable.
If session facilitators have not received any education in the facilitation of interprofessional groups, then no points
are earned. When some information, through either an informal discussion, session or a handout, is given, then ‘5’
points are tallied. When facilitators have received formal facilitator education session (e.g. ehpicâ„¢ IPE Leadership
course, Centre for Faculty Development Stepping Stones Workshop – Facilitating Groups in Interprofessional
Education: Getting Started, Pain Curriculum Facilitator Education, Hospital IPE Clinical Placement Facilitator
Education), then the maximum ’10’ points are accrued.
P3 – Number of professions represented in the student participants
This criterion is a simple count of the number of distinct professional student groups involved in the learning
activity. Again, the more involved, the higher the number of points earned. See the note on professions above.
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©Centre for Interprofessional Education, University of Toronto
P4 – Frequency of IPE interactions across the learning activity
The more discrete occasions the students meet across the length of a learning activity, the more points that are
accrued. For example, if a learning activity occurs only once, no points are earned. However, if the activity takes
place over two days in one week, ‘5’ points are given and if the activity occurs over three or more discrete sessions,
‘10’ points are accrued. For 5 or 10 points, it is critical that the learning activity builds on prior learning with the
same team of learners as opposed to more ‘stand-alone’ learning.
Content Criteria
These criteria focus on what is being learned. Again, three Content Criteria must receive points to be included in the
curriculum, with a minimum of 10 points accrued in this category.
C1 – Realistic or authentic IPE learning activity (performance-based)
More points are awarded the more realistic or authentic the content of the IPE learning activity is. Thus, if the
activity involves only watching and listening, such as in an observation or lecture experience, the authenticity level is
low and no points are given. When talking or conversation around IPE themes, as a whole group, team discussion or
a guided shadowing experience, moderate realism or authenticity is present and ‘5’ points is earned. Finally, when
the activity involves performing a task or completing a real-life undertaking in an actual or simulated IPE situation,
such as dealing with conflict with simulated learners or interviewing a live client/patient, then full authenticity is
present and ’10’ points are earned.
C2 – Explicit IPE learning outcomes – number of IPE constructs
A learning activity must be designated at either Exposure, Immersion or Competence levels (see A Framework for the
Development of Interprofessional Education Values and Core Competencies: Health Professional Programs,
University of Toronto, 2008). Each learning activity must be mapped onto the IPE Core Competencies and then
explicit IPE learning outcomes developed. For this criterion, the number of IPE constructs (i.e., values and ethics,
communication and collaboration) – one, two or all three – addressed by the learning activity are tallied and given
the appropriate points.
C3- Debrief period with students and facilitators after IPE learning activity
Learning activities with a formal, facilitated debriefing where the learnings are reflected upon, with respect to both
process and content, and consolidated are most beneficial interprofessionally. Thus, if a debriefing period does not
occur, no points are awarded. If an informal debriefing occurs where reflection is primarily focused on content, then
‘5’ points are given. The comprehensive facilitated debrief is given the maximum ’10’ points. The Centre for
Interprofessional Education has recommended questions and process debrief component of the session available for
distribution.
C4 – Case-based learning
Case-based learning is a powerful IPE teaching and learning vehicle. Therefore, if cases are not utilized for the
content of the session, no points are awarded. If a case presentation is used more as an adjunct to the learning
activity with some application of learnings involved during the session, then ‘5’ points are gained. When the IPE
learning activity focuses on a dedicated case presentation with in-depth dialogue concerning it, then the maximum
‘10’ points are accrued.
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©Centre for Interprofessional Education, University of Toronto
Allocation
Once the points are totaled, each elective learning activity can be categorized into one of three colours, as follows:
Red: 30 – 45 points
Orange: 50 – 60 points
Green: 60 points
Characteristics of Learning Activities:
Red Learning Activity: These learning activities are usually an exposure to a topic. They are generally interactive and
topic-based rather than case-based. Examples include learning activities related to quality and patient/client safety or
communication.
Orange Learning Activities: These learning activities are usually at an immersion level. They are often case-based and
have a higher degree of team interactions.
Green Learning Activities: These learning activities involve multiple interactions among teams of students, are usually
project or case-based and may extend longitudinally (e.g. 3 interviews over the course of the year).
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©Centre for Interprofessional Education, University of Toronto
Frequently Asked Questions
Q: Why do I have to submit forms for my IPE Activity?
The points system allows for the categorization of elective learning activities in the IPE curriculum. This aids in ensuring
that the core competencies are included. Each elective learning activity receives points based on the PIPEs criteria. Three
process and three content criteria must be present for each activity with a minimum of 15 process, 10 content and 30
points overall accrued.
Q: Who should complete the forms?
Anyone who would like to have their IPE student learning activity recognized as part of the University of Toronto’s
Interprofessional Education Curriculum as an elective.
Q: What are the steps I need to take to submit my learning activity?
1. Ensure activity meets the definition of IPE:
“Interprofessional education occurs when two or more professionals learn about, from and with each other to enable
effective collaboration an improve health outcomes.”
World Health Organization, 2010
2. Download the following documents by contacting [email protected] or following the link below:
http://ipe.utoronto.ca/std/learning_activities_elective_approval_process.html
a. PIPEs Information Package
b. PIPEs Approval Form
3. Complete PIPEs Application Document
4. Submit completed forms to [email protected]
Q: What does the colour system mean?
Sessions are broken down by learning levels represented by a colour system. Red Learning Activities: These learning
activities are usually an exposure to a topic. They are generally interactive and topic-based rather than case-based.
Examples include learning activities related to quality and patient/client safety or communication. Orange Learning
Activities: These learning activities are usually at an immersion level. They are often case-based and have a higher
degree of team interactions. Green Learning Activities: These learning activities involve multiple interactions among
teams of students, are usually project or case-based and may extend longitudinally (e.g. 3 interviews over the course of
the year).
Q: When will I hear the results of my submission?
Our reviewers aim to have a response within 10 business days. You will be informed if your submission response will be
later than this period, and every effort will be made to review your material in a timely manner.
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©Centre for Interprofessional Education, University of Toronto
Q: What steps do I need to take should changes need to be made to my session? Do I need to resubmit an application
form?
Should you wish to make changes to the session after approval, you will need to inform the Centre for Interprofessional
Education (CIPE). Please submit a PIPEs Renewal Form with changes to your session. The CIPE will guide you through any
additional requirements.
Q: When do I need to submit a Renewal Form?
The Renewal Process for sessions will take place every 2 years. You are required to submit the Interprofessional
Education Elective Learning Activities Renewal Form. This form can be attained by contacting [email protected]
or following the link below: http://ipe.utoronto.ca/std/learning_activities_elective_approval_process.html.
Q: Why do I have to choose from the UT Core Competencies?
The University of Toronto created the Core Competencies to provide a structure for the curriculum. These competencies
were identified following an extensive review of the literature, as well as consultation with experts in numerous fields.
Since the university has opted to develop and implement a competency-based curriculum, all learning activities are to
be linked to the identified competencies; Collaboration, Communication and Values and Ethics.
Q: How do I choose if my learning activity is at the “Exposure”, “Immersion” or “Competence” level?
Consider the level of students who are likely to be involved in the proposed learning activity and the content of the
session. Next, review the columns of Exposure, Immersion and Competence to determine which level of competencies
seem to fit best with your proposed learning activity and determine congruence with your expectations of the
anticipated level.
Q: What happens if I anticipate an interprofessional group of students but only those from a single profession
attend? Can the learning activity still proceed if the presenting team/facilitators are an IP group?
If you have designed a learning activity for students from a number of professions and students from a single profession
attend, then the session does not meet the criteria for an interprofessional learning opportunity. Although presenters
may be from other professions, the World Health Organization definition identifies that students learn with, from and
about each other. Thus, the University of Toronto requires that learning activities have learners from at least two
professions attending. Please contact the CIPE for guidance on these matters.
Q: Do all of our facilitators need to have IPE training?
Formalized IPE training is recommended for facilitators, although not required. Courses in interprofessional facilitation
are offered periodically through the Centre for Faculty Development. As well, many sessions offer Facilitator Education.
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©Centre for Interprofessional Education, University of Toronto
Q: How do I get the accompanying material (evaluations, attendance sheets)?
Once you have received a response from your learning activity submission, please contact the Education Coordinator at
the Centre for IPE, who will prepare these materials. If time permits, these forms can be pre-printed and mailed to you.
Alternately, you will be provided with digital versions and may print out the appropriate number of copies at your
leisure.
Q: What do I do with the completed forms once the session has finished? When should I send them?
All completed student forms (pre and post self-assessments, evaluations, and attendance) should be sent directly to the
Centre for Interprofessional Education, Attention: Education Coordinator (see address below). The information will be
entered and analyzed, and student attendance officially recorded. In an effort to keep the students’ records as up-todate as possible, we ask that materials be returned to us promptly upon completion of your IPE session.
Attn: Education Coordinator
Centre for Interprofessional Education
399 Bathurst Street
Nassau Annex
Toronto, Ont.
M5T 2S8
Q: Will I get a copy of the results from the assessments and evaluations?
Once we have received the evaluations we will enter this data and analyze it. Should you wish to receive a copy of the
results, please contact the Education Coordinator at the CIPE.
Q: How do I recruit students?
Depending on what time your session will be hosted and its location, there are different options for announcing the
information to students and having them register:
OPTION 1: My session will be held at the university and it is open to all students who are involved in the IPE Curriculum:
Announcements for these sessions are posted on the IPE Portal, and registration occurs on the IPE RSVP site. The
Education Coordinator will keep the organizers of the session up-to-date on registration numbers in the days leading up
to the session.
OPTION 2: My session will be held at a clinical site/hospital and it is open to all students who are involved in the IPE
Curriculum (even if they are not on placement at my site):
Announcements for these sessions are posted on the IPE Portal, and registration can occur on the IPE RSVP site, or
students can be instructed to contact an individual at the clinical site who will manage the registration. Clarification on
the preferred registration process will be requested upon response following review of the learning activity submission.
OPTION 3: My session will be held at a clinical site/hospital and it is ONLY open to students who are on placement at my
site:
Announcements for these sessions can be posted on the IPE Portal if requested. You will be responsible for managing
the registration of students.
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©Centre for Interprofessional Education, University of Toronto
IPE Elective Idea
Submit form to Centre for IPE
via e-mail to
[email protected]
Review by IPE Lead
from
Clinical/Practice
organization
Review by IP Clinical
Education Director
Reviewers confer on
decision and inform
Education
Coordinator at CIPE
Response will be sent to
submitter within
10 business days following
submission
Coordination of the following material to be done through
the CIPE:
Attendance sheets
IPE Evaluation form
A package of printed materials will be mailed/delivered to
the contact in advance of the session.
Upon session completion, ALL completed materials are to be
returned to the Centre for IPE to the attention of the
Education Coordinator
For Clinical/Practice Organizations For UT Faculty/Students
Process Diagram for Elective Approval
Download approval forms
from Centre for
Interprofessional
Education Website
Submit form to Centre for IPE
via e-mail to
[email protected]
Review by Faculty Lead, Curriculum
and/or Curriculum Associate and/or
Centre Members
Reviewers confer on
decision and inform
Education
Coordinator at CIPE
Centre for IPE
receives submission
and sends to
reviewers
Develop idea in
consultation with
your IPE Clinical
Lead
Develop idea in
consultation with
IFCC lead in your
Faculty
Download approval forms
from Centre for
Interprofessional
Education Website
Centre for IPE
receives submission
and sends to
reviewers
Version 1.1. 7/29/2013
©Centre for Interprofessional Education, University of Toronto
Please do not hesitate to contact us with any questions.
Centre for Interprofessional Education, University of Toronto
399 Bathurst Street
Nassau Annex
Toronto
Ontario
M5T 2S8
[email protected]
p: 416. 603. 5800 x 5119
f: 416. 603. 5580


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