Earn 20 Performance Improvement CME hours while improving your students' performance in interprofessional collaborative practice.


This unique Performance Improvement—Continuing Medical Education (PI-CME) program is designed for PA faculty and PAs in administrative roles to assess their knowledge of the Josiah Macy Jr. Foundation Core Competencies for Interprofessional Practice and develop an improvement program. It will also gauge how they incorporate these competencies into interprofessional education (IPE) for their students or for professional development.

The Josiah Macy Jr. Foundation has made a commitment to advancing IPE and in 2011 convened an Interprofessional Education Collaboration (IPEC) expert panel to create Core Competencies for Interprofessional Collaborative Practice. This activity requires the PA to assess and improve the level of integration of these competencies into the PA program's curriculum or professional development activities at their health care institution.


This PI-CME exercise can be completed as a group with other members of your team. However, participants must be PA educators (adjunct faculty, core faculty, assistant or associate professor, etc.) or hold a supervisory or administrative role in a clinical environment.

Participants do not have to be clinically practicing. In fact, this activity is meant to support PAs in non-clinical positions to meet certification maintenance requirements for performance improvement CME.

3-Stage Performance Improvement Module

It is estimated that this activity will take 3–6 months to complete. This timeframe may vary depending on individual settings. There are three steps to this PI-CME process:

  • Step A. Perform a self-assessment by comparing your current knowledge and practice as it relates to the incorporation of the Core Competencies for Interprofessional Practice into your IPE program.
  • Step B. Develop and follow a plan to improve your current knowledge and practice based on your assessment. This will require engaging in educational activities, collecting resources, developing a plan, etc.
  • Step C. Reassess to reflect on and measure the potential impact of your improvement plan.

It is important to understand that you will not need to demonstrate actual improvement to receive credit. This exercise is not a measure of right or wrong, but is designed to help you think about things you may not have previously considered. For example:

  • As a faculty member, do you have a system in place to provide IPE for your students?
  • Do you have tools to deliver IPE around the Core Competencies of Interprofessional Practice at your institution?
  • What is the most significant barrier for you in delivering IPE at your institution?
  • What feedback have you received from students regarding IPE at your institution?

You will then have the opportunity to use recommended resources and develop a plan to make changes in your practice to improve areas highlighted in your own self-assessment.


By completing this module, users will be able to:

  • Identify and describe the Core Competencies for Interprofessional Collaborative Practice.
  • Identify strengths and gaps in teaching the IPEC Core Competencies at the individual’s program/institution.
  • Discuss the challenges/barriers to fully implementing the IPEC Core Competencies at the individual’s program/institution.
  • Create a plan detailing potential solutions for ensuring the IPEC Core Competencies are taught effectively at the individual’s program/institution.