IPE is an approach to teaching and learning that brings together students from two or more professions to learn about, from and with each other in service of enabling effective collaboration. Its goal is to improve health care outcomes through the education of a collaborative practice ready workforce that is prepared to respond to local and global health needs (World Health Organization 2010).

Early Exposure

The course introduces students to the concept of interprofessional collaborative practice (ICP) that is crucial for fulfilling their future role as healthcare team members and for the successful execution of patient-centred care. The course will help students acquire and develop essential competencies such as team building, interprofessional communication, conflict managing, problem solving, shared leadership and ethical responsibilities.


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Phase I: Foundation Session (Knowledge Level)

It is formed of introductory lectures which involve discussion of IPE objectives, competencies and basic communication skills and individual online assignment.

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Phase II: Case-based Learning (Exposure Level)

It is formed of 8 - 9 students sitting in a round table supervised by a facilitator to discuss different professions such as Role Clarification and Care Planning. Students are allowed to discuss the case scenario to define the patient’s problems to conclude for an ideal management plan.

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Phase III: Team-based Learning

Student are able to analyze different case scenarios of medically compromised patients with respect to roles and responsibilities of health care providers. Thus, they formulate, individually, uniprofessional and interprofessional team, a comprehensive management plan based on patient’s health needs and problems to set possible resolutions for ethical dilemmas and evaluate the importance of multidisciplinary approach on patient’s outcome using Immediate Interactive Student’s Response System.

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Phase IV: Problem-based Learning

IPE was carried out through case-based learning and PBL. Each group participated in 2 PBL sessions. In the first session, the multidisciplinary groups had to prioritize the patient’s problem. In the second session, they had to present their management plan for the identified health problems mentioned in the case. Students were graded for their participation, hypothesis generation and for management plan delivery.

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Phase V: Simulation-based IPE

Simulation-based IPE was offered as a new technique to the group of 8-9 students. This experiential learning was conducted using mid-fidelity simulators. A multidisciplinary case scenario was developed in order to make students able to prepare case scenario management plan on a mid-fidelity simulator in an environment that mimics the real life situation. Each simulation session included a pre-briefing session and a debriefing phase.

Phase VI: Interprofessional Collaboration (Mastery Level)

(Not applicable till present)

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Phase VII: Closure Session

In the closure session, students are given feedback regarding the best management plan to improve their performance and are shown a video clip recording of one of the best performing IPE teams.