Interprofessional Education (IPE)

Interprofessional Activities Icon

Are student preferences considered in scheduling Interprofessional Education (IPE) assignments?

No. However, the switching policy can be utilized for schedule conflicts.

Switch request policy

Students are to find a student with whom to switch times / dates, then submit a switch request email to the IPPE Coordinator, copy the student to be switched with and assigned dates / times switched from / to in the email. Upon review, the IPPE Coordinator will make the switch and confirm this with both students.

IPE consists of Interdepartmental collaborative activities with schools of: Medicine, Nursing, Dentistry, and Physical Therapy

Medication Reconciliation Workshop (P1 year)

IPE activity with School of Medicine in the fall quarter of the P1 year.

A randomly selected cohort of students will be paired up with first-year medical students for an interprofessional workshop on how to take a best possible medication history. Students are required to complete pre-workshop materials in the week prior to their assigned conference.

Interprofessional Education Days (P1 & P2 years)

The curriculum is comprised of 5 online modules that are paired with face-to-face sessions (IPE Days) and occur on a quarterly basis over two years. Students will be assigned to a small group composed of 10-12 first year learners, from Dentistry, Medicine, Nursing, Pharmacy, and Physical Therapy. Students will also have a faculty facilitator for each group.

Attendance at IPE sessions and completion of assignments associated with sessions are important to professional development, and thus are required activities for all UCSF health profession students. Failure to meet these requirements will have the academic consequences listed below.

  • A Professionalism Concerns Report being placed in the student’s record. (See Professionalism Policy.)
  • Receipt of an incomplete grade for the course in which the IPE activity is housed (CP 119 A, B, C or CP 129 A, B)

For more information on IPE Day modules, activities, groups, etc., refer to the Core Principles of Interprofessional Practice: IPE Year 1&2 CLE Page.

Counseling for Behavioral Change Workshop (P3 year)

This workshop and course (N302 in Nursing) provides the students with an opportunity to practice interviewing and counseling for behavior change skills within the context of an interprofessional, team-based learning environment with the Schools of Nursing and Pharmacy. Students are assigned one date of 4 possible workshop dates in the Winter quarter of the P3 year.

For more information on the Counseling for Behavioral Change Workshop see the syllabus section below and refer to the N302 CLE Page.

Counseling for Behavioral Change Workshop syllabus

Goals and objectives

The health care professional student will be able to:

  • Use concepts of health behavior change theories to counsel patients.
  • Improve their patient-centered interviewing and behavior counseling skills.
  • Demonstrate interprofessional collaborative interventions to assist patients in setting health goals and modifying health-related behaviors.


Satisfactory (S) /Unsatisfactory (U)

Grading will be based on:

  • Workshop attendance: 80%
  • Completion of the pre- and post-workshop surveys: 20%

Performance expectations

The health care professional student is expected to:

  • Attend and participate in one workshop.
  • Complete all workshop assignments.
  • Notify faculty of unplanned absence prior to the workshop; complete all remedial work
  • Complete and submit all course surveys on the dates due.

Learning activities and readings

  • Select a lifestyle behavior that you would like to focus on in the workshop (e.g., smoking cessation, stress and coping, etc.).
  • Complete the on-line module: Kaiser Permanente: The Brief Negotiation Roadmap.
  • Review on-line resources under Behavior Change Workshop: Recommended Resources.
  • Please print and bring to your workshop the 6 pages from the Brief Negotiation Tools Section (beginning after page 54) in the Motivating Change booklet and then print one of the option pages that have circles on it that pertain to your area of interest so noted above.
  • Complete the on-line Pre and Post Workshop Surveys.

Required web resources

Kaiser Permanente (2006): The Brief Negotiation Roadmap

Recommended resources

Burger, V.A. & Villaume, W. A. (2013). Motivational Interviewing for Health Care Professionals: A Sensible Approach.
Kaiser Permanente Medical Group (n.d.). Motivating Change Online Programs
Kaiser Permanente (2005). Motivating Change, 3rd ed. The Permanente Medical Group: Oakland CA. Electronic version is available on the N302 CLE Page (update link when rolled over for 2017-2018)

Interprofessional Standardized Patient Exercise (ISPE) OSCE (P3 & P4 years)

The purpose of the ISPE is to expose students to collaborative work with other health care professions (learn their roles and get feedback on communication and teamwork) to provide quality patient care. This is a simulated activity and will involve a standardized patient. The exercise is mandatory for P3s / P4s and is in collaboration with UCSF Schools of Medicine, Nursing, Dentistry, and Physical Therapy.

Classroom principles of mutual respect and humility - H*E*A*L*S*

A respectful exchange of ideas is an essential component of academic exploration. At times issues or comments may surface that can cause offense or be hurtful to others. These comments may be made by either students or faculty, or sometimes raised in reading assignments. Such comments need to be discussed. All students and faculty in this course should feel empowered to call attention to areas of misunderstanding or offense.

One process to facilitate discussions is the H*E*A*L*S model, which has been developed by the UCSF School of Nursing:

H*E*A*L*S* Graphic
Marisa McFarlane

Halt – Halt the discussion

  • Pause to consider the comment. Ask for clarification.
  • Express appreciation for raising the issue.
  • Focus on the idea. Deconstruct the comment without placing the individual on the defensive.

Engage with the issue

  • Self-check, check the room, look for body language.
  • Go there. Discuss the issue

Allow exchange of opinions, stories, perspective, and reactions

  • Let others express their thoughts, beliefs, feelings, and opinions.

Learn – Listen to one another

  • Can we learn from one another’s experiences or observations?

Synthesis – Why does this discussion matter?

  • What is the relation to health care quality and disparities?
  • How did the discussion itself work?

Please contact the School of Nursing’s Diversity Committee to share concerns, feedback, or positive highlights about your experience.

Interested in becoming an IPPE preceptor?

See WOS Faculty Appointment FAQs.

Go to: IPPE Manual