Welcome to the University of Washington Interprofessional Education (IPE) Core Curriculum 2024-2025 Registration Page.
Below is important information about our Core Curriculum. Registration for individual sessions will open on September 16th 2024. Prior to September 16th you can view the available sessions and descriptions.
The Core Curriculum is a 3-part series that occurs in succession across the school year. Typically Part 1 occurs in the Fall Quarter, Part 2 in the Winter and Part 3 in the Spring. Some Part 2 sessions may creep across into Fall and spring quarters.To complete the Core Curriculum you must complete all 3 parts, in order (unless otherwise specified by your program).
The Core Curriculum aims to develop a foundational understanding of other health professionals’ roles and responsibilities, and the skills needed to effectively collaborate with a diverse healthcare team. The curriculum is designed to give students an intentional and step-wise introduction to IPE and collaborative practice, while helping them to meet their programs’ accreditation requirements for IPE.
3 easy steps to register on or after September 16th:
1. Sign-up for a Sched account using your UW email and log in. 2. Log-in and select the ticket that aligns with your program. If you do not see your program ticket please email Ashley at mcpeekas@uw.edu. 3. Finally, select the sessions you would like to attend to fulfill the 3-part Core Curriculum.
Please note, you will need to pay attention to your program specific requirements! Please select the appropriate ’ticket’ when registering.
Please take time to read about the sessions in Part 2 you are interested in attending.
For Part 2 you will be able to sign-up for 1 session and 1 waitlist, if there is a session you are interested in but it is full. IF a space opens up, you will be automatically moved from the waitlist into the session and receive an email notification.
If you registered for a session that you are no longer able to attend we ask that you withdraw from the session. Please go into your Sched schedule and uncheck the session so that we are able to capture an accurate count of attendees in preparation of our sessions. This will open up registration for other attendees to register for sessions that may be full.
Save the dates of your sessions in your calendar!
For extracurricular IPE opportunities please visit our website www.collaborate.edu!
Clinical Skills Workshops provide opportunities for health sciences students to learn important shared clinical skills in an interprofessional team environment.
Clinical Skills Workshops provide opportunities for health sciences students to learn important shared clinical skills in an interprofessional team environment.
Clinical Skills Workshops provide opportunities for health sciences students to learn important shared clinical skills in an interprofessional team environment.
iPALS Ethics Labs use clinical bioethics as a vector for teaching about teamwork and collaboration. Students will learn basic principles, frameworks and tools for ethical decision-making in healthcare, and will work to analyze ethical dilemmas together during interactive case-based discussions.
During this session students will learn about the history of brain death (death by neurological criteria), and the ethical issues that can arise in brain death cases. During the session students will be taught to apply rules and consequence-based ethical frameworks to analysis of a case of a mother who does not accept a brain death diagnosis for her teenage son.
iPALS Ethics Labs use clinical bioethics as a vector for teaching about teamwork and collaboration. Students will learn basic principles, frameworks and tools for ethical decision-making in healthcare, and will work to analyze ethical dilemmas together during interactive case-based discussions.
During this session students will learn how pediatric bioethics is similar and different to adult bioethics, as well as the developmental, legal and ethical considerations when assessing adolescent decision-making. Case discussion will be focused on a real case which took place in Seattle, in which a 14-year-old boy refused blood transfusions necessary for life-saving chemotherapy due to his religious faith.
Clinical Skills Workshops provide opportunities for health sciences students to learn important shared clinical skills in an interprofessional team environment.
Clinical Skills Workshops provide opportunities for health sciences students to learn important shared clinical skills in an interprofessional team environment.
iPALS Ethics Labs use clinical bioethics as a vector for teaching about teamwork and collaboration. Students will learn basic principles, frameworks and tools for ethical decision-making in healthcare, and will work to analyze ethical dilemmas together during interactive case-based discussions. In this session students will learn about the involuntary treatment act (ITA) laws in Washington State, and when it is appropriate to keep a patient in the hospital against their stated preference. Case discussion will provide the opportunity for students to apply legal and ethical concepts to analyze the case of an 83-year-old patient who was hospitalized after a fall, is failure-to-thrive, is confused and disoriented, and who is requesting to return to his home living environment.
This session pushes the boundaries of “traditional” learning methods in health professional training and provides students an opportunity to work collaboratively on a piece of abstract art inspired by a complex Seattle intersection within a historically red lined district. Students will carve a ceramic tile inspired by an important moment on their journey to a career in the health sciences. Further, students will have the opportunity to create additional tiles collaboratively which touch on a variety of themes, including aesthetics, historical red-lining, and their personal stories that lead them to pursue a career in healthcare and healing. There are two sessions, they are not cumulative.
iPALS Ethics Labs use clinical bioethics as a vector for teaching about teamwork and collaboration. Students will learn basic principles, frameworks and tools for ethical decision-making in healthcare, and will work to analyze ethical dilemmas together during interactive case-based discussions.
During this session, students will learn about how to engage with a patient or family who is declining recommended medical interventions. Discussion will focus on assessment of decisional capacity, rules and standards for surrogate decision-making, as well as the concept of relational autonomy which asks us to understand our patient's stated preferences in the context of social contexts.
Clinical Skills Workshops provide opportunities for health sciences students to learn important shared clinical skills in an interprofessional team environment.
Clinical Skills Workshops provide opportunities for health sciences students to learn important shared clinical skills in an interprofessional team environment.
iPALS Ethics Labs use clinical bioethics as a vector for teaching about teamwork and collaboration. Students will learn basic principles, frameworks and tools for ethical decision-making in healthcare, and will work to analyze ethical dilemmas together during interactive case-based discussions. In this session students will learn how pediatric bioethics is similar and different to adult bioethics, as well as the developmental, legal and ethical considerations when assessing adolescent decision-making. Case discussion will be focused on a real case which took place in Seattle, in which a 14-year-old boy refused blood transfusions necessary for life-saving chemotherapy due to his religious faith.
iPALS Ethics Labs use clinical bioethics as a vector for teaching about teamwork and collaboration. Students will learn basic principles, frameworks and tools for ethical decision-making in healthcare, and will work to analyze ethical dilemmas together during interactive case-based discussions.
During this session students will learn about the history of brain death (death by neurological criteria), and the ethical issues that can arise in brain death cases. During the session students will be taught to apply rules and consequence-based ethical frameworks to analysis of a case of a mother who does not accept a brain death diagnosis for her teenage son.
This session explores weight stigma in healthcare, examining its consequences and ethical implications. Participants will learn to adopt a weight-neutral approach when discussing health concerns with patients. The session also focuses on fostering interprofessional collaboration to reduce weight stigma and promote health for patients of all body sizes.
To accomodate content experts not located in Seattle this session will take place on zoom.
This session pushes the boundaries of “traditional” learning methods in health professional training and provides students an opportunity to work collaboratively on a piece of abstract art inspired by a complex Seattle intersection within a historically red lined district. Students will carve a ceramic tile inspired by an important moment on their journey to a career in the health sciences. Further, students will have the opportunity to create additional tiles collaboratively which touch on a variety of themes, including aesthetics, historical red-lining, and their personal stories that lead them to pursue a career in healthcare and healing. There are two sessions, they are not cumulative.
iPALS Ethics Labs use clinical bioethics as a vector for teaching about teamwork and collaboration. Students will learn basic principles, frameworks and tools for ethical decision-making in healthcare, and will work to analyze ethical dilemmas together during interactive case-based discussions. In this session students will learn about the involuntary treatment act (ITA) laws in Washington State, and when it is appropriate to keep a patient in the hospital against their stated preference. Case discussion will provide the opportunity for students to apply legal and ethical concepts to analyze the case of an 83-year-old patient who was hospitalized after a fall, is failure-to-thrive, is confused and disoriented, and who is requesting to return to his home living environment.
In this interactive session, we will be exploring what healthcare providers’ roles are, when we stigmatize and label. We will explore what are the obvious, and not so obvious, collateral consequences of that kind of labeling and marginalization in a health care setting. The panel discussion and audience participation address the following areas:
The public display of the struggle – the disease or pre-incarceration phase
The search for appropriate medical care and/or support system
Remission and recovery – finding a pathway to reentering society
Post recovery
Being silent and afraid because of stigma and shame
Learning to be open and to share the recovery journey
Collaborating to develop better health care interventions
To accomodate content experts outside of Seattle this session will take place on zoom.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
The Listening Project is a unique opportunity for students to talk directly with people accessing care at the 4-day Seattle-King County Clinic, with the goal of improving student communication and listening skills, and the opportunity to learn with, from and about interprofessional colleagues who they will be paired with for story gathering. This 3-hour sessions will take place in the community at the Seattle King County Clinic at the Climate Pledge Arena.
This relational and interactive session gave students the chance to reflect and make meaning of their IPE experiences throughout the academic year. Students were provided tools and other resources to continue this aspect of their professional identity development and skill set throughout their training and entry into practice (in person in the new Health Sciences Education Building).
This relational and interactive session gave students the chance to reflect and make meaning of their IPE experiences throughout the academic year. Students were provided tools and other resources to continue this aspect of their professional identity development and skill set throughout their training and entry into practice (in person in the new Health Sciences Education Building).
This relational and interactive session gave students the chance to reflect and make meaning of their IPE experiences throughout the academic year. Students were provided tools and other resources to continue this aspect of their professional identity development and skill set throughout their training and entry into practice (in person in the new Health Sciences Education Building).
This relational and interactive session gave students the chance to reflect and make meaning of their IPE experiences throughout the academic year. Students were provided tools and other resources to continue this aspect of their professional identity development and skill set throughout their training and entry into practice (in person in the new Health Sciences Education Building).
This relational and interactive session gave students the chance to reflect and make meaning of their IPE experiences throughout the academic year. Students were provided tools and other resources to continue this aspect of their professional identity development and skill set throughout their training and entry into practice (in person in the new Health Sciences Education Building).
This relational and interactive session gave students the chance to reflect and make meaning of their IPE experiences throughout the academic year. Students were provided tools and other resources to continue this aspect of their professional identity development and skill set throughout their training and entry into practice (in person in the new Health Sciences Education Building).
This relational and interactive session gave students the chance to reflect and make meaning of their IPE experiences throughout the academic year. Students were provided tools and other resources to continue this aspect of their professional identity development and skill set throughout their training and entry into practice (in person in the new Health Sciences Education Building).
