Interprofessional Clinical Learning Environment (IP-CLE) Symposium
October 13-14, 2017 - Chicago, Illinois

The National Collaborative for Improving the Clinical Learning Environment (NCICLE) is pleased to release the complete proceedings of a 2017 national symposium on enhancing the interprofessional clinical learning environment (IP-CLE). The proceedings, developed by an NCICLE work group representing a diverse set of symposium participants, serve as a catalyst to stimulate new ideas and approaches to viewing the clinical learning environment as a shared responsibility.

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On October 13 and 14, 2017, the National Collaborative for Improving the Clinical Learning Environment (NCICLE) hosted a symposium on the interprofessional clinical learning environment (IP-CLE) to facilitate a national conversation on how to ensure that clinical learners embrace interprofessional collaboration and learning throughout their careers. The symposium was designed to solicit input from a broad range of stakeholders in the clinical learning environment. Symposium participants included content experts who were nominated by NCICLE members, the NCICLE IP-CLE symposium planning group, and the National Center for Interprofessional Practice and Education.

Big-Picture Approach

The primary goal of the symposium was to describe characteristics of an optimal IP-CLE. To achieve this goal, the symposium was structured to be dynamic and collaborative, beginning with a “gallery walk,” during which participants were asked to review and reflect upon a gallery of posters highlighting current issues relevant to health care. Topics included in the gallery ranged from climate change to medical tourism to big data. The exercise was designed to set context for the symposium: health is a part of our everyday lives, and the delivery of health care demands a big-picture approach.

Value and Characteristics of an Optimal IP-CLE

Participants were asked to describe the IP-CLE’s value for patients, learners, academic centers, and hospital systems. Then, they were prompted to consider how characteristics of an optimal IP-CLE exhibit themselves at the (1) micro (ie, clinical service units), (2) meso (ie, hospitals and clinics), and (3) macro (ie, the larger health system) levels.

Advancing the Model

Subsequent discussions focused on IP-CLE characteristics that are a function of executive leadership and governance, ways that external entities might view IP-CLEs, and key milestones necessary for achieving an optimal IP-CLE

NCICLE sincerely thanks all of the IP-CLE participants and hopes that their work will serve as a springboard for energizing and aligning other national efforts in this area - toward the goal of improving the educational experience while optimizing patient care.

  1. Managing Director
  2. Managing Director
  3. Managing Director
  4. Managing Director


Frank Ascione, PharmD, MPH, PhD
University of Michigan College of Pharmacy

Mary Dolansky, RN, PhD
Associate Professor, Director QSEN Institute
Frances Payne Bolton School of Nursing
Case Western Reserve University

Joy Doll, OTD, OTR/L
Executive Director, Center for Interprofessional Practice, Education & Research
Creighton University

David Gregory, PharmD, BCPS, FACHE
Belmont University’s College of Pharmacy

Sandeep Krishnan, MD
Interventional Cardiologist
University of Washington

Rebecca Leitner, BA
MSW, MPH Student
Clinical Social Work Student
VA Puget Sound – Primary Care PACT CoE

Andrea Pfeifle, EdD, PT, FNAP
Associate Dean for Interprofessional Health Education and Practice, University Clinical Affairs
Indiana University

Tara Schapmire, PhD, MSSW
Assistant Professor
University of Louisville School of Medicine

Jean Shinners, PhD, RN-BC
Commissioner for Accreditation
American Nurses Credentialing Center

Dimitra Travlos, PharmD
Director, CPE Provider Education
Accreditation Council for Pharmacy Education and Joint Accreditation for Interprofessional Continuing Education

Kevin Weiss, MD
Chief Officer, Sponsoring Institution and Clinical Learning Environment
Accreditation Council for Graduate Medical Education