Table 1

Interprofessional education (IPE) competency domains, competencies, and examples of means of assessment

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Competency DomainCompetenciesMeans of AssessmentCross-Reference to IPEC Competencies
Values/EthicsWork with individuals of other professions to maintain a climate of mutual respect and shared values.VE
1. Demonstrate high standards of ethical conduct and quality of care in one’s contributions to team-based care.Develop norms and standards as a team.
Measure adherence to norms and standards through 360° evaluations.
VE7
2. Demonstrate sensitivity to and understanding of the diversity and cultural awareness of the roles of other health professions, the diversity of patients, and health care systems in order to provide competent patient-centered care.Development of concrete patient-centered approaches and questions to address care delivery in a culturally competent manner.VE3
3. Manage ethical dilemmas specific to interprofessional patient/population-centered care situations.IPE group case studies outcomeVE8
Roles and ResponsibilitiesUse the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of the patients and populations served.RR
1. Demonstrate skills in working with a variety of health care providers to optimize patient care and learning.Implement a standardized feedback mechanism.
TeamSTEPPS
RIPLS
IPE Perception Scale
2. Demonstrate self-assessment skills and know the limitations of one’s own skills.Self-assess one’s role response in IPE team clinical setting.
3. Demonstrate continual learning about one’s roles and those of others in a variety of health care teams.Evaluate through 360° evaluations.
TeamSTEPPS
RIPLS
IPE Perception Scale (pre- and post-assessment)
4. Develop care teams that use the full scope of unique and complementary skills, abilities, and knowledge of all team members available to optimize care.Evaluate team role-process after clinical experience.
TeamSTEPPS
RIPLS
IPE Perception Scale (pre- and post-assessment)
CommunicationCommunicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance and promotion of health and treatment of disease.CC
1. Demonstrate effective skills in listening and communicating with patients, families, peers and communities:
  1. use effective communication tools/techniques and master new communication tools/techniques, including the use of informatics;

  2. learn to have a difficult conversation with confidence.

Standardized patient communication evaluation.
Role-play difficult conversations with peers or standardized patients.
CC1
CC4
CC6
2. Provide constructive feedback to team members in a respectful manner, while accepting feedback from others to improve team effectiveness.Complete and discuss group process evaluation form; respond to evaluation by other team members.
Implement 360° evaluations of team.
TeamSTEPPS
CC5
CC6
3. Recognize how one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the health care team, contributes to effective communication, conflict resolution, and positive interprofessional working relationships.Reflective writing exercise evaluation
TeamSTEPPS
RIPLS
IPE Perception Scale (pre- and post-assessment)
CC7
Team/TeamworkApply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient- and population-centered care that is safe, timely, efficient, effective, and equitable.TT
1. Demonstrate appropriate reflective skills to evaluate self and team roles and responsibilities in group activities.Reflective writing exercise, possibly over time
Engage in daily or weekly journaling.
TeamSTEPPS
RIPLS
IPE Perception Scale (pre- and post-assessment)
TT8
2. Evaluate effective team processes and outcomes to optimize patient care and ensure quality improvement.Evaluate process/patient care satisfaction or outcome during standardized patient team exercise.
Implement quality improvement measures.
TeamSTEPPS
TT1
TT7
TT8
TT9
3. Assess team performance and progress on a continuous basis relative to attainment of goals, and self-correct using process improvement strategies.Reflective writing exercise after team clinical experience
Use PDSA techniques to continuously measure and improve processes.
TeamSTEPPS
RIPLS
IPE Perception Scale (pre- and post-assessment)
TT9
4. Understand the stages of team development, and actively work toward becoming a high-performance team.Conduct writing exercise about team process.
Set measurable goals.
Assign roles and responsibilities according to skills and interests.
Measure outcomes continuously.
Develop and adhere to time frames.
TeamSTEPPS
RIPLS
IPE Perception Scale (pre- and post-assessment)
TT1
TT6
  • Sources:

    Column 1: Competency domains from Interprofessional Education Collaborative (IPEC) Expert Panel. Core competencies for interprofessional collaborative practice (www.aacn.nche.edu/education-resources/IPECReport.pdf).

    Column 2: Competencies suggested by the ADEA Team Study Group.

    Column 3: Means of assessment selected from the literature and recommended by the ADEA Team Study Group. For the IPE perception scale, see www.ncbi.nlm.nih.gov/pubmed/2365636; for the Readiness for Interprofessional Learning Scale (RIPLS), see www.ncbi.nlm.nih.gov/pubmed/10211258; and for TeamSTEPPS, see http://teamstepps.ahrq.gov/abouttoolsmaterials.htm.

    Column 4: Competencies cross-referenced by competency code to the IPEC document referenced for Column 1.

  • Note: Suggested competencies in Column 2 are complementary to CODA Standards 1–9 and 2–19 (www.ada.org/sections/educationAndCareers/docs/pde_ssg_2013.doc):

    Standard 1: Institutional Effectiveness

    1–9 The dental school must show evidence of interaction with other components of the higher education, health care education, and/or health care delivery systems.

    Standard 2: Educational Program

    Practice Management and Health Care Systems

    2–19 Graduates must be competent in communicating and collaborating with other members of the health care team to facilitate the provision of health care.

  • Team STEPPS=a training model designed to produce high-performing teams

  • RIPLS=Readiness for Interprofessional Learning Scale