Interprofessional Education

The Interprofessional Education Committee (IPEC) was founded in 2014 by Qatar University College of Pharmacy to provide guidance and support in implementing Interprofessional Education (IPE) within the pharmacy curriculum, as well as in our partner healthcare training programs in the country. It was moved to QU Health level in September 2017, which was established to jointly design, implement, and evaluate IPE initiatives at QU Health, working alongside other healthcare programs in Qatar.

IPEC Representatives:

The Committee includes representatives from 14 programs across 4 institutions:

Qatar University (QU):
- College of Dental Medicine (CDEM)
- College of Pharmacy (CPH)
- College of Medicine (CMED)
- College of Nursing (CNUR)
- College of Health Sciences (CHS)
  — Departments: Biomedical Science, Public Health, Human Nutrition, Physical Therapy & Rehabilitation
Weill Cornell Medicine – Qatar (WCM-Q)
University of Calgary – Qatar (UC-Q)
University of Doha for Science and Technology (UDST)

Content Editor

Establishment

Qatar University (QU) Health Interprofessional Education Committee (IPEC).

Mandate

The committee oversees the integration of IPE within all the curricula at QU Health and promotes awareness of IPE and collaborative practice in Qatar and the Middle East.

It adheres to the following definition:
“Interprofessional Education occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality of care" (Centre for Advancement for Interprofessional Education, CAIPE 2002).

Responsibilities

Develop a strategically aligned annual plan for integrating IPE into the curriculum.
Collaborate with course coordinators to ensure the embedding of IPE into the different programs.
Review the content and delivery of IPE activities with evaluation of available resources and teaching methods.
Develop appropriate assessment strategies to ensure graduates meet these competencies.
Initiate and maintain links with other healthcare professional schools in Qatar to ensure effective implementation of planned IPE activities, and facilitate awareness for IPE.
Evaluate the effectiveness of integrating IPE into the different health curricula and recommend changes as appropriate.
Support faculty members’ growth and build their confidence in facilitating IPE sessions through faculty development initiatives.
Promote research and evaluation opportunities as a result of integrating IPE into the different healthcare curricula.
Support student-led initiatives through the IPE Student Association.