Framework & Competencies

Our Framework

UCSF has established a framework to guide the Interprofessional Education activities at UCSF and is represented visually in the graphic above. The framework includes three key concepts:

        1. Differential Competencies
          The IPE Framework assumes that each School has a set of competencies that are specific to each profession, known as the "differential competencies".
        2. Common Competencies
          The IPE Framework assumes that across the five Schools, a set of common competencies exist that are taught both in mono and interprofessional settings. In general, common competencies are practiced in interprofessional groups and teams in which the common approach contributes to improved team function and patient care outcomes.
        3. IPE Competencies
          IPE Competencies focus on the ways in which professionals divide work, share unique insights, use those insights to innovate, monitor situations and individuals, improve patient care, prevent errors, and provide support. The application and mastery of these competencies must occur in interprofessional settings comprised variably of students, faculty, and professional practitioners. The six general areas of competency in interprofessional collaboration include:
              • Understanding teams
              • Knowledge of roles and responsibilities
              • Effective delegation and follow-up
              • Usual and crisis communication
              • Conflict management
              • Continuous learning

UCSF IPE Competencies

Expanding on the six general areas of competency in interprofessional collaboration outlined above, we have established a specific set of IPE competency statements that encompass the six general areas and are universal across all Schools.

By the end of a student's career at UCSF, s/he will be able to:

        1. Work in cooperation with those who receive care, those who provide care, and others who contribute to or support the delivery of prevention and health services.
        2. Express one’s knowledge and opinions to colleagues from different professions involved in patient care with confidence, clarity, and respect, working to ensure common understanding of information and treatment and care decisions.
        3. Use available evidence to inform effective interprofessional collaboration in the delivery of patient care.
        4. Apply leadership practices that support collaborative practice and team effectiveness.
        5. Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care.