What is ID/IPE?

Interdisciplinary/Interprofessional Education (ID/IPE) occurs when two or more professions including the individual and family partner together as a team to learn about, from and with each other to effectively collaborate, investigate scientific endeavors, increase quality of care, and improve health outcomes. 

As a comprehensive academic health center, the University of Oklahoma Health Sciences Center is uniquely situated to address concerns of both interdisciplinary and interprofessional education.  We are committed to engaging all learners on campus and chose to use the inclusive terminology of both Interdisciplinary and Interprofessional through the acronym ID/IPE.

While many definitions explore the distinction between discipline and profession, research and education, our goal is to equally consider each with an emphasis on all learners focusing on collaboration from, with, and about each other.Two of the more widely utilized definitions are provided here for reference.

  • The National Academies of Science, and National Science Foundation have an established definition of interdisciplinary research:
  • The World Health Organization has established a definition of interprofessional education:

"Interdisciplinary research is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice."[1]

“Interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength.”[2]



[1] Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy (2004). Facilitating interdisciplinary research. National Academies. Washington: National Academy Press, p. 2 and the published full report: Facilitating Interdisciplinary Research, 2005, National Academies of Sciences, Chapter 2, p 26.

[2] World Health Organization (WHO). (2010). Framework for action on Interprofessional education & collaborative practice. Geneva: World Health Organization. See http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf.

Acronyms and Definitions

ID/IPE: Interdisciplinary/Interprofessional Education

An inclusive acronym used to signify our comprehensive programming available at the OU Health Sciences Center.

IPEC: Interprofessional Education Collaborative

This is the national association of accrediting bodies that sets our national standards and competencies.

IEPA: Interprofessional Educators & Practitioners Association

The volunteer organization at OUHSC where faculty, staff, and students collaborate and guide the development and implementation of interprofessional programming. 

OIDP: Office of Interdisciplinary Programs

The coordinating office under the Office of the Vice Provost for Academic Affairs & Faculty Development

Interprofessional

“Interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength.”

World Health Organization (WHO). (2010). Framework for action on Interprofessional education & collaborative practice. Geneva: World Health Organization. See http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf

Interdisciplinary

Involving two or more academic, scientific, or artistic areas of knowledge: involving two or more disciplines. Source: Merriam-Webster Dictionary.

See https://www.merriam-webster.com/dictionary/interdisciplinary

*”Combines two or more disciplines to a new level of integration suggesting component boundaries start to break down. Interdisciplinarity is no longer a simple addition of parts but the recognition that each discipline can affect the research output of the other.”

Source: Multi/Inter/Trans – disciplinary, What’s the Difference? by Willie Caldwell • November 23, 2015 See https://blogs.lt.vt.edu/grad5104/multiintertrans-disciplinary-whats-the-difference/

Transdisciplinary

Relating to more than one branch of knowledge.

*“Occurs when two or more discipline perspectives transcend each other to form a new holistic approach. The outcome will be completely different from what one would expect from the addition of the parts. Transdisciplinarity results in a type xenogenesis where output is created as a result of disciplines integrating to become something completely new.”

Source: Multi/Inter/Trans – disciplinary, What’s the Difference? by Willie Caldwell • November 23, 2015 See https://blogs.lt.vt.edu/grad5104/multiintertrans-disciplinary-whats-the-difference/

Multiprofessional Education

Occurs when students from two or more professions learn/practice along side each other in parallel programming without interaction. 

Difference between "Multi" and "Inter"

Multi-Disciplinary/Professional is when learners are side-by-side, but not necessarily interacting.  Inter-Disciplinary/Professional is when learners are side-by-side and have the opportunity to learn about, from, and with each other.

Discipline & Profession Example:

  • Discipline: Rehabilitation Science
  • Profession: Occupational Therapy

Examples of what ID/IPE does not include:

  • Students from different health professions in a classroom receiving the same learning experience without reflective interaction among students from the various professions;
  • Interaction of an investigator with regard to data sharing or brainstorming with other colleagues on campus that does not include a combined set of goals or objectives agreed upon between/among the individuals on the team;
  • A faculty member from a different profession/research field leading a classroom learning experience without relating how the different modalities would interact in an interdisciplinary/interprofessional manner;
  • Participating in a patient care setting led by an individual from another profession without sharing of decision-making or responsibility for making patient care their own.