Center for Interprofessional Practice and Education
at Washington University Medical Campus

IPE Curricular Activities

All of the educational programs involved in the CIPE are incorporating IPE into their curriculums. Below is a list of the major IPE activities as identified by the IPE Curriculum Planning Task Force in Winter 2016. To find the dates for upcoming IPE activities, please click here.

First Year IPE Sessions


This series of three 2-hour workshops involves interprofessional collaboration with first-year, professional-level students from all seven academic programs. During these sessions, students are grouped in interprofessional teams and participate in a variety of activities and exercises designed to encourage the understanding of self, others, and their team. Teams continue working together for each of the three workshops, rotating to a different location at one of the institutions on each date. The broad goal of this experience is to introduce the students to the fundamental principles of knowing about and valuing the roles of the members of interprofessional health care teams.


  • Understand that delivery of safe and effective patient care is a team effort.
  • Explain aspects of your personal identity that impact your role as a team member.
  • Describe the complementary nature of members on an interprofessional team.

Standardized Patient Team Experience


This session is a hands-on experience with multiple healthcare professions (medicine, nursing, occupational therapy, pharmacy and physical therapy). Students practice novel ways a healthcare team can function in order to effectively and efficiently care for a hospitalized patient/client. Interprofessional student teams determine how to work together to take a history and physical and develop a care plan for a standardized patient; the experience is then debriefed by an interprofessional faculty team. The goal for this session is to develop an integrated, interprofessional treatment plan that reflects the roles and strengths of each member of the care team as well as the needs of the patient, and to become more aware of communication strategies that promote teamwork.


  • Respect the unique cultures, values, roles/responsibilities, and expertise of other health professions.
    • Organize and communicate information with patients, families, and healthcare team members in a form that is understandable, avoiding discipline-specific terminology when possible.
  • Express one’s knowledge and opinions to team members involved in patient care with confidence, clarity, and respect, working to ensure common understanding of information and treatment and care decisions.
  • Use the full scope of knowledge, skills, and abilities of available health professionals and healthcare workers to provide care that is safe, timely, efficient, effective, and equitable.
  • Integrate the knowledge and experience of other professions—appropriate to the specific care situation—to inform care decisions, while respecting patient and community values and priorities/preferences for care

Medicine-Physical Therapy Patient Transfer

This experience was newly developed in the Spring of 2016. It is an elective for year-three physical therapy students and is required for year-two medical students. The PT students teach the MD students safe handling techniques for moving patients in bed, to and from examination tables, and in and out of wheelchairs.



  • The medical students will recognize the skill physical therapists have in applying good body mechanics to move and assist patients.
  • Describe basic principles of correct body mechanics for the health care worker.
  • Describe how to assess a patient’s ability to move, bear weight, and maintain balance.
  • Demonstrate how to assist a patient to arise from a chair, ambulate across the room, and get onto an exam table.
  • Demonstrate how to move patients safely: move between sitting and supine, transfer between a chair or wheelchair and bed, and move the patient up in bed.
  • List the types of patients where special precautions need to be taken to assist them in moving (e.g. possible cervical injury, person in a halo vest, obesity, and post-surgical movement limitations).