Document Type
Praxis
Abstract
A midwestern Jesuit university worked to align an existing IPE program with a new core curriculum and its corresponding student learning outcomes (SLO’s). This paper describes the collaborative curriculum development process used within an institution to develop its first University Core Curriculum. The University-core curriculum development process resulted in a framework, outcomes, and essential criteria associated with nine student learning outcomes (SLO’s). To address this new framework, faculty developed new and revised IPE learning experiences to align with University SLO’s and core attributes. This produced three IPE courses that simultaneously address the health profession program’s unique accreditation requirements, IPE competencies, and the University SLO’s. Positive improvements in pre/post assessment of the SACS and strong ACE-15 scores indicate the development of collaboration skills and behaviors that create a collaborative environment. Narrative responses from the final exam supported positive changes on both the SACS and ACE-15. This collaborative process aligning IPE competencies with the University SLOs strengthened interprofessional learning. A continuous improvement method was applied to course development, pedagogy, and outcomes; accompanied by the development of effective teaching teams. It created a wider understanding across the University of health professions programs and the unique contribution of well-designed IPE learning experiences.
Recommended Citation
Breitbach, Anthony P.; Pole, David; Cobb, Haley R.; and Crowell, Ellen. "Alignment and Assessment of University Core Curriculum with Interprofessional Education." Jesuit Higher Education: A Journal Vol. 14: No. 1 (2025) . Available at: https://digitalcommons.lmu.edu/jhe/vol14/iss1/11
