The IPE curriculum is rooted in the principles of constructivism, particularly socio-cultural constructivism, which emphasizes that learning emerges through students鈥� interactions with their instructional environment. This environment encompasses both structured learning activities and the interprofessional (social) groups or community of learners. By engaging in these socio-cultural l contexts, students are exposed to diverse perspectives on client care from a range of healthcare professionals. This exposure fosters critical reflection on their own knowledge, roles, and professional philosophies (Hean et al., 2009). In turn, it nurtures a collective sense of belonging to the broader healthcare community and supports a shared vision of patient and family centred care.
A key instructional method used in the IPE curriculum is Case-Based Learning (CBL), which provides students with a shared, practical learning experience (Thistlethwaite et al., 2012). Case-Based Learning encourages collaborative, social problem-solving, enabling students to transition from passive recipients of information to active explorers, producers, communicators, and collaborators (Driscoll, 2005; Vygotsky 1978). Structured group reflections allow teams to consider their goals, strategies, processes, and outcomes, supporting continuous adaptation and improvement in practice (Schmutz & Eppich, 2017).
To deepen engagement, the curriculum integrates a flipped classroom model. Students begin with self-directed on-line modules and videos that include reflective written responses (individual or group), and quizzes designed to reinforce key concepts. These preparatory activities provide the foundation for in-class or synchronous online sessions, where students participate in collaborative discussions and, role play. In some sessions, realistic case-based videos, enacted by standardized actors, are used to prompt reflection, analysis and interprofessional dialogue. Through collaborative engagement in CBL, students further develop and clarify their understanding of professional roles by participating in team-based problem solving, role play, and the analysis of authentic, practice-based scenarios. Theses methods help students become reflective practitioners, actively exploring and addressing real-world healthcare challenges.
Active learning is further enhanced by aligning students鈥� learning needs with: a) instructional strategies such as the flipped classroom and CBL, (b) learning activities including preparatory online modules, collaborative decision making, realistic case-based videos enacted by standardized actors that stimulate analysis, interprofessional dialogue, and reflective debriefs, and c) course learning outcomes based on the Canadian Interprofessional Health Collaborative (CIHC, 2024) competencies.
Formative feedback is embedded throughout the learning experience. It is provided by faculty members, clinicians, medical residents, and peers and typically follows key activities such as analyzing patient family cases, collaborative brainstorming, or small group discussions. These discussions are often co- facilitated by educators from two different professional backgrounds, modeling effective interprofessional collaboration.
Each IPEA course incorporates a variety of pedagogical approaches, providing students meaningful opportunities to learn, with, from and about each other鈥檚 professions.