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Navigating an interprofessional curriculum: the interprofessional education passport and the quest for an interprofessional identity.

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Title: Navigating an interprofessional curriculum: the interprofessional education passport and the quest for an interprofessional identity.
Authors: Africa, Luzaan (AUTHOR), Jaffer, Labeeqah (AUTHOR), Filies, Gerard (AUTHOR), Waggie, Firdouza (AUTHOR), Nyati, Lukhanyo H. (AUTHOR), Gamiet, Shamila (AUTHOR), Nyalungu, Pholoso (AUTHOR)
Source: Journal of Interprofessional Care. Mar/Apr2026, Vol. 40 Issue 2, p261-271. 11p.
Subjects: Interdisciplinary education, Qualitative research, Course evaluation (Education), Health occupations students, Educational outcomes, Professional identity, Social theory, Teaching methods, Medical students, Thematic analysis, Curriculum planning, Conceptual structures, Student attitudes, Outcome-based education, Learning strategies
Geographic Terms: South Africa
Abstract: Interprofessional education (IPE) is recognized globally as essential for preparing healthcare students to collaborate effectively in practice. A critical but underexplored aspect of IPE is the development of an interprofessional identity. However, many curricula still prioritize competency-based outcomes, creating a gap in addressing identity formation. The University of the Western Cape employed an IPE passport to develop students' interprofessional identity. We aimed to evaluate whether the IPE passport effectively develops and assesses students' interprofessional identity. Using a document analysis design, IPE student guides, booklets, and rubrics were systematically assessed through a four-step methodology against the Interprofessional Socialisation Framework and the IPE passport's activities were assessed against Rubric Interprofessional Identity Development's criteria. Findings revealed a disconnect between competency-focused assessment and identity-focused outcomes, highlighting the need for intentional scaffolding of identity development throughout the curriculum. In response, an IPE Passport model is proposed, integrating Interprofessional Entrustable Professional Activities and combining analytic and holistic rubrics to support identity-based assessment. This approach reframes assessment as not only measuring what students can do, but also who they are becoming as collaborative practitioners. This study demonstrates how theoretically grounded tools can guide institutions in embedding interprofessional identity development into IPE curricula, particularly in resource-constrained contexts. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Navigating an interprofessional curriculum: the interprofessional education passport and the quest for an interprofessional identity.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar/Apr2026, Vol. 40 Issue 2, p261-271. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Course+evaluation+%28Education%29%22">Course evaluation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+theory%22">Social theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: Interprofessional education (IPE) is recognized globally as essential for preparing healthcare students to collaborate effectively in practice. A critical but underexplored aspect of IPE is the development of an interprofessional identity. However, many curricula still prioritize competency-based outcomes, creating a gap in addressing identity formation. The University of the Western Cape employed an IPE passport to develop students' interprofessional identity. We aimed to evaluate whether the IPE passport effectively develops and assesses students' interprofessional identity. Using a document analysis design, IPE student guides, booklets, and rubrics were systematically assessed through a four-step methodology against the Interprofessional Socialisation Framework and the IPE passport's activities were assessed against Rubric Interprofessional Identity Development's criteria. Findings revealed a disconnect between competency-focused assessment and identity-focused outcomes, highlighting the need for intentional scaffolding of identity development throughout the curriculum. In response, an IPE Passport model is proposed, integrating Interprofessional Entrustable Professional Activities and combining analytic and holistic rubrics to support identity-based assessment. This approach reframes assessment as not only measuring what students can do, but also who they are becoming as collaborative practitioners. This study demonstrates how theoretically grounded tools can guide institutions in embedding interprofessional identity development into IPE curricula, particularly in resource-constrained contexts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192005991
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/13561820.2025.2566106
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 261
    Subjects:
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Course evaluation (Education)
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Professional identity
        Type: general
      – SubjectFull: Social theory
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Thematic analysis
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Conceptual structures
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      – SubjectFull: Student attitudes
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      – SubjectFull: Learning strategies
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      – SubjectFull: South Africa
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      – TitleFull: Navigating an interprofessional curriculum: the interprofessional education passport and the quest for an interprofessional identity.
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              Text: Mar/Apr2026
              Type: published
              Y: 2026
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