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Abstract

An interprofessional education curriculum supports the development of collaborative competencies that will enable effective teamwork and collaboration. This chapter will apply Biggs’ 3P model of learning and teaching in terms of presage (the learning context and the characteristics of both the learners and teacher and program developer), process (teaching, learning and assessment methodologies) and product (outcomes, evaluation and sustainability) as an approach to consider when developing and evaluating an interprofessional curriculum. IPE curricular frameworks are often devised with three levels: beginning, intermediate and the advanced. These support the development of appropriate teaching and learning activities and assessment strategies to facilitate alignment with outcomes. Academic institution must consider ways to support sustainability of resources while ensuring a return on investment in the IPE curriculum. Case studies from Qatar University (Qatar), Monash University (Australia), and University of Maryland Baltimore (USA) will be shared.

Keywords:

Interprofessional Education, Interprofessional learning; Curriculum; Health profession students; strategies, implementation