Navigating this OER
About this Resource
This OER draws information from multiple forms of evidence related to IPECP. We started with a broad literature review with defined inclusion/exclusion criteria to gather evidence associated with the Canadian interprofessional competency and collaboration frameworks (CIHC, 2010 and 2024). We also looked to the grey literature and open access resources from faculty who are facilitating pre-licensure IPECP education. Our goal was to create a resource with a structured thought process for faculty facilitating pre-licensure IPECP together an overview of relevant references and links to follow for more in-depth review. Further reading of original source materials is encouraged.
The main purpose for developing this OER on IPECP was to support instructors across the wide range of programs at Dalhousie University for developing, establishing, maintaining, and/or refreshing their IPE experiences. For IPE experiences to endure, it is essential that faculty not only have recognized and dedicated time, but common reference resources to support collaboration across IPE curricula for evidence-informed development and delivery. It is not sustainable for individual faculty to be independently seeking resources off the side of their desk. It can be an isolating experience, and the lack of substantiated resources leads to a loss of potential IPE facilitators. This resource is intended to consolidate relevant information for facilitating IPE to support faculty in their role as IPE designers, facilitators, and evaluators.
We hope this OER serves as a reference document with continual contributions and updates to support ongoing IPECP events and the development of new IPE champions to sustain the required IPE mandate. The longer-term goal of the OER is to serve as an expanded resource repository for educational approaches with associated templates (e.g., from case-based through to simulation and practice) to guide instructor recruitment and development through to IPE implementation, assessment, and evaluation. This will be accomplished by adding chapters with input from a range of faculty, clinicians, regulators, and accreditation partners.
How to Use this Resource
For ease of navigating through this resource, the Table of Contents is presented in written and picture formats with active links. You can move through the resource by either clicking on the written table of contents (on the left–hand side of the screen) or by clicking on the interactive picture table of contents. Additionally, Figure 2 is the diagrammatic representation of how this OER is structured. To assist with navigation to sections of the diagram within this resource, please click on the question mark 
and it will also take you to the respective section of content. To search for specific content or topics, please refer to the Index.
Please note this OER and associated references and links are not exhaustive of the growing field and resources. Where possible we have provided several resources for further reading and review, live links to materials, and/or listed the sourced information at the end of each chapter in the reference section. The OER will be a work in progress as education approaches and practice evidence continue to evolve.
OER Thought Process Chart
Figure 2: Thought Process Guiding IPE Development
