VIPE

What VIPE Is

VIPE is a digitally enabled, practice-oriented IPE framework that connects learners, educators, and professionals across disciplines, institutions, and countries in shared learning environments. Unlike traditional IPE, which is often local, episodic, and limited to a few health professions, VIPE is virtual-first, globally networked, and systems-focused.

Under Dr. Showstark’s leadership, VIPE has connected 80+ universities across 30+ countries, enabling sustained interprofessional collaboration at scale.

Core Principles of VIPE

VIPE is built on several foundational principles:

  1. Interprofessional, Not Just Multidisciplinary
    Participants do not learn alongside one another-they learn with, from, and about each other, actively negotiating roles, power, language, and decision-making.

  2. Virtual by Design, Not by Necessity
    VIPE treats digital platforms as an asset, not a workaround. Virtual environments allow equitable access for learners in low-resource, conflict, or remote settings and enable truly global teams.

  3. Complex Problem Orientation
    Learning is organized around real-world, complex challenges (e.g., pandemics, disaster response, workforce shortages, climate-related health threats) that cannot be solved by a single profession or sector.

  4. Systems and Network Thinking
    VIPE explicitly incorporates systems thinking, emphasizing how healthcare, education, policy, technology, security, and social systems intersect.

  5. Flattened Hierarchies
    Traditional professional hierarchies are intentionally disrupted. Students, clinicians, educators, technologists, and policymakers contribute as co-equal stakeholders.

How VIPE Works in Practice

VIPE programs typically include:

  • International, interprofessional teams

  • Case-based and scenario-driven learning

  • Synchronous and asynchronous collaboration

  • Faculty facilitation rather than top-down instruction

  • Reflection on roles, ethics, power, and communication

Committee

FOUNDING MEMBERS

Mary Showstark, PhD, MPAS, PA-C; founder and creator -previously Yale University Physician Assistant Online Program

Erin Embry, MPA, MS, CCC-SLP; NYU Communicative Sciences and Disorders

Anita Perr, PhD, OT/L, ATP, FAOTA; NYU Occupational Therapy

Cheryl Resnik, PT, DPT, FNAP, FAPTA; USC  Physical Therapy

Dawn Joosten-Hagye, PhD, LCSW; USC Suzanne Dworak-Peck School of Social Work

Andrew Wiss, EdM; GW Milken Institute School of Public Health

Diana Burden, DNP, APRN, FNP-BC; Georgetown Nursing

MEMBERS OF THE VIPE ONLINE TEAM

Elke Jones Zschaebitz, DNP, APRN, FNP-BC; Georgetown Nursing

Pamela Biernacki, DNP, APRN, FNP-C; Georgetown Nursing 

Barbara Maxwell, PT, PhD, DPT, FNAP; Indiana University; Director of Interprofessional Education

Jennifer Fieten, MA, CCLS; Maryville University Department of Family Life

Daniel Chlebos, MS; Concordia University Department of Justice and Public Policy

Frank Rubino, MS; Concordia University Department of Justice and Public Policy

Anita Simmons, MSN, RN; Concordia University School of Nursing

Joseph Yaksich, MS, RN, ACNP-BC, CHSE; Concordia University School of Nursing

Melanie Symoniak, Pharm.D., BCPS; St. John Fisher College Wegmans School of Pharmacy

Matthew Zak, Pharm.D., BCPS; St. John Fisher College Wegmans School of Pharmacy

Heather Hageman, MBA; Director, Center for Interprofessional Practice and Education at Washington University Medical Campus

Graziela Batista, DDS, PhD, MS;  A.T. Still University of Health Sciences

Mohamed Rahhal, DDS; A.T. Still University of Health Sciences

Anthony Breitbach, St. Louis University

Lisa Marchand, University of Massachusetts Lowell

Julie Breen, Middlesex University

Kimberly Augustus, Middlesex University

Dave Kojic, A.T. Still University of Health Sciences

Magali Angeloni, New England Institute of Technology

Patti Brooks, Dakota State University

Alex Buchanan, Indiana University 

Kirsten Potter, Tufts University 

Nabila Ahmed-Sarwar, St. John Fisher College Wegmans School of Pharmacy

AFRI-VIPE LEADS

Farhin Delawala, CHPE, Faculty of Health Sciences, North-West University, South Africa, PhD candidate AfrIPEN PR/ Communications Executive

Hanlie Pitout, Sefako Makgatho Health Sciences University in South Africa, Occupational Therapy

Luzaan Kock, University of Western Cape

Hannah Pretorius, Nelson Mandela

Louise Schweickerdt, Sefako Makgatho Health Sciences University

Lumbani Tshotetsi, DCM, BSc HSE, PGD PH, MSc Epi, University of Pretoria School of Medicine, South Africa/Clinical Associate

Margaret M. (Peg) Slusser, PhD, RN, Dean, School of Health Sciences Stockton University

Erin Sappio, Stockton University 

Renee Cavezza, Stockton University

Tracey Hutton, Nelson Mandela University

Patricia McGinnis, Stockton University

Scott Smalley, Wits and International Academy of Physician Associates

Aayesha Kholvadia, Nelson Mandela University

Professor Esmeralda Ricks, Nelson Mandela University, Port Elizabeth, Eastern Cape Province, South Africa, Faculty of Health Sciences

Dr. Champion Nyoni, BSc N (Hons), NS (UZ), MSoc Sc (UFS) (Nursing), MHPE (Keele), PhD (UFS), Senior Lecturer, School of Nursing, University of the Free State in Bloemfontein South Africa

Tsaletseng Ntsekhe, MBChB, MHPE (cand.), Clinical Skills & Simulation Unit, University of the Free State Bloemfontein, South Africa

Nhlanganiso Nyathi, PhD; Anglia Ruskin University Cambridge  |  Social Work; Zimbabwe Project Lead

Gerard Filies, PhD, M.Phil (Health ScEd), B.Sc (OT): Acting Director, Interprofessional Education Unit, University of the Western Cape

IFPACS www.ifpacs.org

VIPE Objectives

VIRTUAL INTERPROFESSIONAL EDUCATION COLLABORATIVE (VIPE) INFORMATION & INTRODUCTION

WORLD HEALTH ORGANIZATION DEFINITION OF INTERPROFESSIONAL EDUCATION (IPE) AND COLLABORATIVE PRACTICE

  • “Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.
  • Interprofessional education is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs.
  • A collaborative practice-ready health worker is someone who has learned how to work in an interprofessional team and is competent to do so.  
  • Collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, careers and communities to deliver the highest quality of care. It allows health workers to engage any individual whose skills can help achieve local health goals.” 

GOAL OF VIPE

To provide virtual health care students from multiple universities with an interprofessional  virtual training experience.

Students will work in interprofessional (IP) teams that include a faculty preceptor and a number of health profession students from many disciplines  in a virtual online setting to : (1) learn the fundamentals of interprofessional care, (2) understand the role of health-care disciplines and when to refer, (3) examine and define the roles  across a spectrum of care settings from Family Practice, to Emergency Department, to Hospital Admission, to Sub-Acute Care, to Home, (4) understand why follow-up care is important, and (5) understand the role of health-care reimbursement. 

VIPE FORMAT

Students will:

  • Work in student teams, representing health disciplines from multiple universities
  • Be assigned an IPE faculty facilitator
  • Attend an online virtual Interprofessional education session
  • Engage in a simulation/discussion of Interprofessional care through a case vignette
  • Students will complete pre/post surveys and pre/post assessments 
  • Students will also complete the IPAS: Interprofessional Attitudes Scale
  • Students will also complete the ICCAS: Interprofessional Collaborative Competencies Scale



IPEC CORE COMPETENCIES FOR INTERPROFESSIONAL COLLABORATIVE PRACTICE

Work with individuals of other professions to maintain a climate of mutual respect and shared values. (Values/Ethics for Interprofessional Practice)

Values/Ethics Sub-competencies

VE1.  Place interests of patients and populations at center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span.  
VE2.  Respect the dignity and privacy of patients while maintaining confidentiality in the delivery of team-based care.  
VE3.  Embrace the cultural diversity and individual differences that characterize patients, populations, and the health team.
VE4.  Respect the unique cultures, values, roles/responsibilities, and expertise of other health professions and the impact these factors can have on health outcomes.
VE5.  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 and programs.  
VE6.  Develop a trusting relationship with patients, families, and other team members (CIHC, 2010).  
VE7.  Demonstrate high standards of ethical conduct and quality of care in contributions to team-based care.  
VE8.  Manage ethical dilemmas specific to interprofessional patient/ population centered care situations.
VE9.  
Act with honesty and integrity in relationships with patients, families, communities, and other team members.  
VE10.  Maintain competence in one’s own profession appropriate to scope of practice.

Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations. (Roles/Responsibilities)

Roles/Responsibilities Sub-competencies

RR1.  Communicate one’s roles and responsibilities clearly to patients, families, community members, and other professionals.
RR2.  Recognize one’s limitations in skills, knowledge, and abilities.  
RR3.  Engage diverse professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific health and healthcare needs of patients and populations.
RR4.  Explain the roles and responsibilities of other providers and how the team works together to provide care, promote health, and prevent disease.
RR5.  Use the full scope of knowledge, skills, and abilities of professionals from health and other fields to provide care that is safe, timely, efficient, effective, and equitable.  
RR6.  Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.  
RR7.  Forge interdependent relationships with other professions within and outside of the health system to improve care and advance learning.  
RR8.  Engage in continuous professional and interprofessional development to enhance team performance and collaboration.  
RR9.  Use unique and complementary abilities of all members of the team to optimize health and patient care.
RR10.Describe how professionals in health and other fields can collaborate and integrate clinical care and public health interventions to optimize population health.

Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. (Interprofessional Communication)

Interprofessional Communication Sub-competencies

CC1.  Choose effective communication tools and techniques, including information systems and communication technologies, to facilitate discussions and interactions that enhance team function.  
CC2.  Communicate information with patients, families, community members, and health team members in a form that is understandable, avoiding discipline-specific terminology when possible.  
CC3.  Express one’s knowledge and opinions to team members involved in patient care and population health improvement with confidence, clarity, and respect, working to ensure common understanding of information, treatment, care decisions, and population health programs and policies.  
CC4.  Listen actively, and encourage ideas and opinions of other team members.
CC5.  Give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others.  
CC6.  Use respectful language appropriate for a given difficult situation, crucial conversation, or conflict.
CC7.  Recognize how one’s uniqueness (experience level, expertise, culture, power, and hierarchy within the health team) contributes to effective communication, conflict resolution, and positive interprofessional working relationships (University of Toronto, 2008).  
CC8.  Communicate the importance of teamwork in patient-centeredcare and population health programs and policies. 

Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population- centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable. (Teams and Teamwork) 

Team and Teamwork Sub-competencies

TT1.  Describe the process of team development and the roles and practices of effective teams.  
TT2.  Develop consensus on the ethical principles to guide all aspects of team work.  
TT3.  Engage health and other professionals in shared patient-centered and population- focused problem-solving.
TT4.  Integrate the knowledge and experience of health and other professions to informhealth and care decisions, while respecting patient and community values and priorities/preferences for care.
TT5.  Apply leadership practices that support collaborative practice and team effectiveness.  
TT6.  Engage self and others to constructively manage disagreements about values, roles, goals, and actions that arise among health and other professionals and with patients, families, and community members.  
TT7.  Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care.
TT8.  Reflect on individual and team performance for individual, as well as team, performance improvement.  
TT9.  Use process improvement to increase effectiveness of interprofessional teamwork and team-based services, programs, and policies.  
TT10.  Use available evidence to inform effective teamwork and team-based practices.  
TT11.  Perform effectively on teams and in different team roles in a variety of settings.

"I can't say enough about the real-world understanding of how to work as a collaborative team experience that VIPE gave me. It exceeded our expectations."

VIPE Student-Nursing