Re-routing the curriculum: The interprofessional education Passport for interprofessional identity formation
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Abstract
Background. Interprofessional education (IPE) aims to prepare graduates who are ready for collaborative practice and capable of addressing complex health needs. Following an earlier evaluation of the IPE curriculum at the University of the Western Cape in Cape Town, South Africa, gaps were identified between competency-based assessment and the intentional development of interprofessional identity.
Objectives. The current IPE Passport represents a re-routing of this curriculum to move beyond ‘what students can do’ towards ‘who they are becoming’. The Passport functions as both a pedagogical map and a digital information system that documents developmental growth.
Methods. The renewal was guided by the curriculum redesign process checklist and a document analysis using the Review, Extract, Analyse and Distil approach, ensuring systematic, evidence-informed development.
Results. The resulting model integrates interprofessional entrustable professional activities and the original IPE Passport. Four scaffolded learning ‘legs’ guide students from pre-socialisation to informal socialisation through staged learning, reflection and supervision.
Conclusion. This article describes the rationale, design and implications of the re-routed curriculum, highlighting its contribution to innovative knowledge delivery and interprofessional identity formation within resource-constrained contexts.
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