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Curriculum Requirements

Students in the Faculties of Dentistry, Health and Medicine are required to participate in interprofessional health education activities. These activities, together with specific program requirements, are currently evolving and in transition and are integrated into the curricula of individual programs. Participation is mandatory. The objective of interprofessional education includes developing:

  • knowledge and understanding of, and respect for, the expertise, roles and values of other health and human service professionals.
  • understanding the concept and practice of patient/client/family-centred care.
  • effective communication, teamwork and leadership skills applied in interprofessional contexts.
  • positive attitudes related to the value of collaboration and teamwork in health and human service contexts.
  • an understanding, from a multi-disciplinary perspective, of the Canadian health and social systems, the legal and regulatory foundation of professional practice, how health and human service institutions are organized and operate, and how different health and human service professions contribute to the systems and institutions.

Faculty of Health

Students in the Faculties of Dentistry, Health and Medicine are required to participate in interprofessional health education activities. These activities, together with specific program requirements, are currently evolving and in transition and are integrated into the curricula of individual programs. Participation is mandatory. The objective of interprofessional education in the Faculty of Health include developing:

  • knowledge and understanding of, and respect for, the expertise, roles and values of other health and human service professionals.
  • understanding the concept and practice of patient/client/family-centred care.
  • effective communication, teamwork and leadership skills applied in interprofessional contexts.
  • positive attitudes related to the value of collaboration and teamwork in health and human service contexts.
  • an understanding, from a multi-disciplinary perspective, of the Canadian health and social systems, the legal and regulatory foundation of professional practice, how health and human service institutions are organized and operate, and how different health and human service professions contribute to the systems and institutions.

Students in the entry-to-practice programs in the Faculty of Health are required to maintain enrolment in /  (see calendar section on ) for the duration of their studies. Successful completion of this course is a requirement for graduation in all programs and will be recognized further with the awarding of a Certificate in Interprofessional Collaboration. For more information, students should contact their specific school/college.

Faculty of Dentistry

鈥淭he overall goal of interprofessional education and collaborative practice is to provide health system users with improved health outcomes. For this reason, a clear understanding of the characteristics of the ideal collaborative practitioner is required to inform curriculum and professional development for interprofessional education, and enlighten professional practice for interprofessional collaboration.鈥

(Appendix I, CIHC National Interprofessional Competency Framework, 2010)

Like all health professions students, dentistry and dental hygiene students are required to fulfill six nationally mandated interprofessional/collaborative competencies:

  1. Interprofessional communication - Learners/practitioners from different professions communicate with each other in a collaborative, responsive, and responsible manner.
  2. Patient/client/family/community-centred care - Learners/practitioners seek out, integrate and value, as a partner, the input and the engagement of the patient/client/family/community in designing and implementing care/services.
  3. Role clarification - Learners/practitioners understand their own role and the roles of those in other professions, and use this knowledge appropriately to establish and achieve patient/client/family and community goals.
  4. Team functioning - Learners/practitioners understand the principles of teamwork dynamics and group/team processes to enable effective interprofessional collaboration.
  5. Collaborative leadership - Learners/practitioners understand and can apply leadership principles that support a collaborative practice model.
  6. Interprofessional conflict resolution - Learners/practitioners actively engage self and others, including the client/patient/family, in positively and constructively addressing disagreements as they arise. To support interprofessional collaborative practice, team members consistently address conflict in a constructive manner.

Dentistry and dental hygiene students participate in the following mandatory interprofessional activities that address collaborative outcomes:


For more details, contact:

    Cynthia Andrews
    Coordinator, Interprofessional Education
    (902) 494-1244
    cynthia.andrews@dal.ca

Faculty of Medicine

During each year of their four-year undergraduate medical education program, learners will be required to participate in IPE activities.  In each pre-clerkship year (year 1 and 2), students are required to complete two embedded (re: pre-scheduled) activities and one elective activity, typically a mini-course. In year 3 clerkship there are multiple embedded interprofessional learning activities during several clinical rotations. During the final year of the medical program, all students are required to participate in an interprofessional educational elective, in a collaborative setting.

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