Approved IPE Registry

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IPEC Core Competencies

Collaborative Leadership: Engage members of the interprofessional team, including individuals and communities, in collaborative leadership.

Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.

Evidence-based Practice: Utilize evidence to inform all aspects of interprofessional teamwork.

Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.

Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.

Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Filter by Level of IPE Integration

Level of IPE Integration

1. Foundations: Consists of introductory learning experience that equips learners with new knowledge and skills that enable them to interact and learn from professions, disciplines, and community sectors outside their own.

2. Immersion: Participants learn about, with, and from others in an active learning situation while applying new knowledge and skills during the experience. The desired outcome for experiences offered at the immersion level is that learners will develop critical thinking skills as part of an interprofessional view that incorporates multiple perspectives, and acknowledges and encourages diversity in providing quality health and human services.

3. Entry-to-Practice: Learners integrate their Interprofessional Education and collaborative knowledge and skills in experiential settings. These experiences may include but are not limited to learners actively engaged in team decision-making while filling gaps in care or services.

41 activities

Title: SWK 5025: Social Determinants of Health: An Interdisciplinary Perspective
Description: Description
This course is open to students from any discipline. Social determinants of health covers topics relevant to city/regional planning, geography, law, political science, healthcare, social welfare, etc. Application of social determinants of health frameworks necessitate inter professional collaboration given the impact that non-healthcare related experiences have on health and wellbeing (e.g., the social context of which we are born, live, work, and grow). Many readings throughout the course emphasize the need for cross-disciplinary collaboration. In the class, students have the opportunity to learn from their peers who may be from a variety of disciplines. For example, this semester, students are primarily from social work, but there are also students from city/regional planning and education. Working in groups, students apply their disciplinary lens to social issues and share this with the class. A specific course objective is to “Understand diverse models of interdisciplinary team practice in health settings and their relevance for addressing social determinants of health.”; View Details

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Title: Vision Science 5500: Global Health
Description: Designed for students with diverse backgrounds in healthcare. This course will provide an overview of the common causes of vision impairment and eye disease. Means to eliminate avoidable blindness will also be discussed.; View Details

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Title: OSU Aphasia Initiative
Description: The OSU Aphasia Initiative (AI) is a community-engaged clinical and learning program that provides students with hands-on experience working with adults who have chronic aphasia and other cognitive-communication disabilities. Founded in 2015, the Initiative blends interprofessional education (IPE), clinical training, and community service into a single learning environment. Students from Speech-Language Pathology, Occupational Therapy, Social Work, Medical Dietetics, and related disciplines participate in group sessions where they interact directly with “members”-adults living with long-term communication disabilities. These interactions give students practical experience in adapting communication, building rapport, and supporting meaningful participation. The AI also functions as a “live lab” for practicing assessment, communication-support strategies, and interdisciplinary collaboration. The purpose of this IPE experience is to help future clinicians learn how to effectively accommodate communication disabilities within their own professional roles, while promoting holistic, person-centered care. Students gain experience that many health-professional curricula do not typically provide, such as learning how aphasia affects daily living, health management, and access to services. Students completing this experience will be able to:

1.) Describe how aphasia impacts communication, participation, and well-being.
2.) Apply communication-support strategies during discipline-specific interactions.
3.) Recognize the complementary roles of various health professions in serving individuals with chronic communication disabilities.
4.) Participate collaboratively in a community-based, person-centered environment

This experience is ideal for students seeking meaningful engagement with adults with communication disabilities, interdisciplinary teamwork, and real-world application of communication-support skills.; View Details

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Title: HRS- MDN/SLP Simulation
Description: This includes the nutrition students attending an aphasia clinic with the SLP. The students learn communication skills and assist the patients with nutrition-related questions.; View Details

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Title: HRS- MDN/Pharm/PA Simulation
Description: This event includes OSU and OU students that are working in small teams (Roughly 10 students per team). Each team watches a pre-recorded encounter of each profession working with a patient with diabetes. The students are provided with the medical record for an initial visit and a follow-up visit. Each profession develops a plan of care. The students meet as a group and compare each plan of care and are asked to submit 1 team-based plan of care. The students also submit 1-2 questions they have for the faculty regarding the case or the scope of practice. The faculty record the Q&A and post for the students to review.; View Details

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Title: NURS 7331: Assessment and Management of Child and Adolescent Mental Health Issues
Description: Description Application of theories, research findings, assessment, and clinical management principles to evidence-based child and adolescent mental health screening, early intervention, and mental health promotion.Prereq: Enrollment in M.S. in Nursing program, prior successful completion of an advanced health assessment course, and concurrent enrollment in an advanced pediatric acute or primary care clinical practicum course (Nursing 7218.01, Nursing 7218.02, Nursing 7338.01, or Nursing 7338,02); or permission of instructor.; View Details

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Title: SWK 5016: Affirmative Practice with LGBTQ Individuals, Couples, and Families
Description: With focus on practice application, this course provides a comprehensive overview of the salient psych-social issues and life-course phenomena distinctive to the LGBTQ experience and affirmative interventions.Prereq: Jr, Sr, or Grad standing. Class Notes: Graduate section.; View Details

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Title: HRS- PT/OT ICU Lab
Description: This is an interprofessional lab experience that PT and OT students have an opportunity to co-treat 4 different patients presentations with a spinal cord injury, traumatic brain injury, stroke, and a post surgical patient. The lab focuses on collaboration and team work between the two disciplines while treating these patients in the ICU setting.; View Details

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Title: AG Substance Use Disorder Online Course and Symposium
Description: This fully online program provides an interprofessional approach to care for patients with opioid use disorder. The program contains two parts: asynchronous modules and a synchronous symposium which
leverages an escape room format for a complex patient case study. Upon successful completion of
both parts of the program, learners will earn a certificate of completion which indicates they have
completed 10 hours of education in substance use disorder for the program from the Ohio Attorney
General's Office. Additionally, this program matches the requirements by the MATE ACT for 8 hours of
substance use disorder education as reported by SAMHSA.

Visit go.osu.edu/OUDenroll to self-enroll in the current offering (e.g., Autumn or Spring Semester) of the program.

Complete a form through go.osu.edu/copscarlethelp OR email cop-design@osu.edu to receive help or ask questions about the program. Students will be able to sign up for their virtual symposium event after completing the 7 asynchronous modules. Students will NOT be able to officially register for a symposium event until they have completed all required modules.; View Details

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Title: Bioethics Grand Rounds
Description: Participants will be able to identify key ethical and professional dilemmas.
Participants will be able to identify key policy, law, or professional considerations related to the ethics/professionalism dilemma.
Participants will be able to identify explain key sides to debates in medical ethics, professionalism and bioethics.
Participants will be able to identify describe key strategies to address key ethical and professional dilemmas.; View Details

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Title: PHR 8250 - Pharmaceutical Supply Chain Principles for Health System Pharmacy
Description: Exposure to the key stakeholders in the pharmaceutical supply chain and factors affecting its integrity. Basic concepts in contract negotiations, regulatory compliance, drug procurement, and inventory control.; View Details

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Title: PHR 8190 - Outpatient Pharmacy Practice
Description: This course provides students with an understanding of outpatient pharmacy practice, how to effectively engage with outpatient practitioners and their sites, and foundational skills necessary to lead and to manage outpatient pharmacy practice.; View Details

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Title: PHR 8150 - Systems Issues with Medication Safety
Description: This course enables the student to develop fundamental medication safety skills utilized by pharmacy leaders. Students are exposed to organizations which set standards and provide best practice recommendations for medication safety. Medication safety technology and tools are applied throughout the course.; View Details

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Title: Online Community Collaborative Practice
Description: This experience focuses on achieving the quadruple aim through interprofessional collaboration. Specifically, students in this interprofessional service learning experience will learn teamwork skills through active participation in an authentic and meaningful community-based project that is focused on health and well-being for individuals, families, communities, and/or populations.; View Details

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Title: Community Cares
Description: Interprofessional teams of students come together to engage in a fun and interactive experience that enables the students to meet and interact with their longitudinal team members, develop a greater understanding of the local community, and learn about and utilize tools and resources that positively impact challenges within our community. Students will learn how community organizations serve our central Ohio neighbors, contribute to health and wellness, address social determinants of health, and how they could potentially get involved. Through these experiences, students learn and reflect on how interprofessional teams work together with community partners to advance health and wellbeing.; View Details

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Title: Interprofessional Community Scholars
Description: This program pairs groups of students from various health-related disciplines with an older adult living in the community for a mutually beneficial experience. Students help older adults to enhance their digital literacy skills, access needed community-based care, and identify and reach personal health and wellness goals, all while learning about teamwork, person-centered care, and community health. Older adults share their experiences and provide feedback to help students become better practitioners.; View Details

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Title: Interprofessional Communication
Description: Students prepare for the experience by completing assignments designed by their respective educational programs. In the event, students work in interprofessional teams to seek and acquire information, learn about each other's roles and responsibilities, share evidence-based practices, practice essential communication skills, and collaboratively develop an iterative patient-centered care plan.?; View Details

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Title: Tools for Effective Interprofessional Teamwork
Description: In teams, students explore and practice evidence-based communication and teamwork tools.? Students work together to critically evaluate the use of communication tools in health care and population health scenarios, considering application to their future practice/careers.; View Details

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Title: Fundamentals of Teamwork
Description: Students work in interprofessional teams to learn about and from a family living in Central Ohio, their social and physical determinants of health, and their goals, needs, and priorities. Students access and share information, discuss key concepts and consider different viewpoints while completing a series of exercises together. Through these experiences, students practice and reflect on fundamental skills needed for effective interprofessional teamwork.; View Details

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Title: Teams Advancing Health Outcomes
Description: Through this simulation experience, learners begin to appreciate how interprofessional teamwork addresses multifaceted patient/client needs. Together, they collaborate with a standardized patient to identify and address underlying factors that impact healthcare outcomes and patient experience. They also practice providing peer feedback around select interprofessional collaborative practice competencies.; View Details

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Title: Interprofessional Education (IPE) in Patients Within Populations (PWP)
Description: This module, embedded within the Understanding Patients Within Populations (PWP) clinical experience, was developed by the MD curriculum team and the Office of Interprofessional Practice and Education to support the development of interprofessional collaborative competencies in medical students. Through structured clinical engagement, guided reflection, and facilitated group discussion, students explore and analyze their interprofessional experiences.; View Details

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Title: Introduction to the Human-Animal Bond
Description: This course explores the evolving relationship between humans and companion animals through historical, scientific, psychological, cultural, ethical, and policy lenses. Students will critically examine the significance of the human-animal bond, its benefits and challenges, and its implications for society, health, and justice. This course is being developed as a new offering with a launch likely in spring 2026.; View Details

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Title: Improving health outcomes through interprofessional teamwork: an educational resource for learners, clinicians, educators, community, and policymakers: Transitions of Care
Description: In process: Visual graphic case study for face-to-face and online learning. Available for the Spring 2027.; View Details

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Title: HRS Welcome Day
Description: HRS Welcome Day is the first introduction to our School and to IPE for new HRS students. The Welcome Day event occurs the day before the semester begins. The event includes an introduction to HRS, foundational knowledge about the context of the IPE curriculum, background of the Quintuple Aim; an interactive, video- based longitudinal team discussion of the longitudinal case, Elena Gonzalez, and a longitudinal team planting activity related to the HRS CARES program.; View Details

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Title: Anthrop 5505: Wicked Science
Description: The goal of this course is to train students to become wicked scientists who are able to
tackle the grand challenges of today and tomorrow—what are otherwise known as wicked
problems. The concept of wicked problems describes a wide range of local, national, and
global challenges including: climate change, food security, biodiversity loss, marine plastic
pollution, growing inequality, cyber security, and emerging infectious diseases. Wicked
problems have two fundamental properties: they are complex with many interdependencies;
and stakeholders have different values, interests and conceptions of the problem and its
solution. Tackling them requires the skills and attitudes of wicked scientists. This is the idea
behind this transdisciplinary course. You will learn what wicked problems are and learn
strategies for tackling the politics and complexity of these problems. Rittel and Webber—who
first developed the concept of wicked problems—suggested that because wicked problems are
complex and political, it is virtually impossible to “solve” them. However, the premise of this
course is that when researchers are trained to consider the politics and complexity of these
wicked problems, it will lead to more equitable and sustainable resolutions and outcomes.; View Details

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Title: EEOB 5510: Interdisplinary Team Science
Description: The goal of this course is to teach students the skills to effectively collaborate in
interdisciplinary teams. Funding agencies worldwide, including the NSF, are placing greater
emphasis on interdisciplinary research. For example, the NSF has identified “Growing
Convergence Research” as one of its 10 Big Ideas. True convergence research requires the
development of interdisciplinary scientific teams (groups of two or more working collaboratively
to solve a problem). However, graduate students are often siloed within programs, and not
necessarily trained to engage with others outside their field. This course aims to teach
students the necessary skills to lead and participate in scientific or interdisciplinary teams.; View Details

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Title: PUBAFRS 5620: Rapid Innovation for Public Impact
Description: The Rapid Innovation for Public Impact course is a multi-disciplinary capstone or hands-on applications
course in which student teams tackle real, contemporary, complex problems sponsored by government or
non-profit agencies. Its goal is to produce solutions that are technically feasible, desirable from
stakeholders’ perspectives, and viable for adoption and integration. Following a systematic methodology,
student teams develop minimum viable products (MVP) or proofs-of-concept through intensive customer
discovery and agile design, development, and testing with customers and stakeholders. Students acquire
an in-depth understanding of and experience in systematic innovation, refining problem-statements,
engaging customers and stakeholders, navigating public sector organizations, budgeting, and management
issues. Since the course delivery is designed to simulate the uncertainty and dynamism of the ‘real world’,
students practice foundational professional skills throughout the semester such as: systems-thinking;
applied critical thinking; creativity; collaboration; communication; and cultural competence. Teams invest
significant time: interacting with professionals outside the classroom; engaging weekly with instructors,
sponsors, and mentors; preparing written status-reports; and presenting weekly to the teaching team,
sponsors, mentors, peers, and guests for critiques which emulate briefings to management or investors.
Students acquire not only tools and leadership skills but an innovation mindset and exposure to a vast
array of careers in the public sector.; View Details

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Title: Design 4650/5650
Description: The COVID-19 pandemic has provided many examples revealing the value of
design and designers in addressing public health matters. Since March 2019,
designers were called upon to activate public health measures and imagine
strat- egies nudging the population to follow sanitary prescriptions; from
improving mask design to the development of expressly burdensome and
inconvenient testing procedures in hope of motivating people toward vaccination. But the reach of public health obviously expend far greater than
the extraordinary circumstances and demands associated to the COVID-19
pandemic.
According to the American Public Health Association (APHA), “Public health
promotes and protects the health of people and the communities where they
live, learn, work and play.” As such, broad issues like racism, literacy, internet
access, food safety, sexual wellbeing, tobacco uses, etc., are all to be considered as public health matters of concern. The kind of wicked and complexsocial problems for which Social Design as develop an appetite for (Gauthier,
Proulx, Vial, 2017). Interestingly, the field of public health remains somewhat
blind to the potential agency designers may have in their practice. To explore
this blind spot, this collaborative studio will challenge students to envision
design proposals to a series of public health challenges. To emphasize the
originality of design perspectives and capabilities, the course will focus on
the development of subversive, critical and disruptive ways through which
design can engage with public health issues. Calling upon designers to develop public health interventions ought to shed light on the value of a user-experience focus practice in the development of contextually fitted health
programming.
Given the nature and horizon pursued in this course, enrolled students will
leave their typical major specialization at the door and come ready to think
more broadly and strategically about how designerly ways of thinking and
doing may be called upon in the context of designing for public health. The
potential projects are open in form but could include: service design, products, policy, environmental design, ubiquitous digitaltechnology,signage,etc.
The outcomes of the class explorations could lead to a collective publication
or exhibition.; View Details

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Title: Vision Science 7960: Ethics in Biomedical Research
Description: Provides a general understanding of the issues surrounding the ethical conduct of science including issues related to research involving human subjects, scientific misconduct, and authorship of scientific papers. Real-life case studies will be used.
This course is graded S/U.; View Details

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Title: ECLIPSE (Education for Clinical Interprofessional Simulation Excellence)
Description: ECLiPSE simulation learning objectives:
1. Build a climate of mutual respect and understanding for other health and social science professionals.
2. Better understand the roles and responsibilities of other health and social professionals.
3. Improve interproessional communication skills.
4. Increase proficiency in developing interprofessional plans of care which can improve patient outcomes across the lifespan.; View Details

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Title: HRS- MDN/PT/RT Early Mobilization Simulation
Description: RT and PT students collaborate in a simulation to care for a standardized patient that is mechanically ventilated. Discussion of early mobility treatment goals and weaning.; View Details

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Title: HRS- MLS/RT Arterial Blood Gas IPE
Description: RT and MLS students collaborate for peer teaching about Arterial Blood Gas sampling and analysis. Includes laboratory activities and case application.; View Details

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Title: HRS- RT/Surg
Description: RT, Radiography, and Provider simulation in the OR focused on airway management and collaboration/confirmation of tube placement.; View Details

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Title: HRS- RT/OT Peer Teaching Class Lab
Description: RT and OT students collaborate to learn about fundamentals of mechanical ventilation and critical care. Includes laboratory activities and case application.; View Details

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Title: HRS- RT/MDN Peer Teaching Class/Lab
Description: RT and MDN students collaborate to learn about fundamentals of mechanical ventilation.Includes laboratory activities and case application.; View Details

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Title: HRS- RT/PT Peer Teaching Class/Lab
Description: RT and PT students collaborate to learn about fundamentals of mechanical ventilation and critical care.Includes laboratory activities and case application.; View Details

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Title: HRS- Radiography/Surgery Simulation
Description: Radiography students simulation in the Operating Room with Provider; View Details

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Title: Improving health outcomes through interprofessional teamwork: an educational resource for learners, clinicians, educators, community, and policymakers: Cancer
Description: In process: Visual graphic case study for face-to-face and online learning. Available for the Spring 2027.; View Details

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Title: Improving health outcomes through interprofessional teamwork: an educational resource for learners, clinicians, educators, community, and policymakers: Dementia
Description: In process: Visual graphic case study for face-to-face and online learning. Available for the Spring 2027.; View Details

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Title: Improving health outcomes through interprofessional teamwork: an educational resource for learners, clinicians, educators, community, and policymakers: Public Health
Description: In process: Visual graphic case study for face-to-face and online learning. Available for the Spring 2027.; View Details

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Title: Improving health outcomes through interprofessional teamwork: an educational resource for learners, clinicians, educators, community, and policymakers: Mental Health
Description: In process: Visual graphic case study for face-to-face and online learning. Available for the Spring 2027.; View Details

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