Table 2.

UTSW interprofessional education challenge examples & applicable SE processes and approaches.

Challenge category	Challenge	Applicable SE processes or approaches
Curriculum	Achieve consensus on learning outcomes and curriculum requirements from many stakeholders with different interests, opinions, expertise, and experience who come from different organizations.	Stakeholder analysis, business and mission analysis, stakeholder needs and requirements definition, system requirements definition, validation, verification, decision management (e.g., alternative analysis/trade-off analysis), systems thinking.
	Effectively balance priorities related to requirements and constraints to develop an acceptable and feasible curriculum design, implementation, and sustainment strategies.	Decision management, architecture definition, design definition, system analysis, validation, risk management.
Multi-organization scheduling	Manage curriculum schedules for various professions and schedule IPE courses and activities with multiple UTSW and non-UTSW organizations, schools, and department administrators.	Planning, assessment, and control, infrastructure management.
	Manage pre-work and post-activity learner assessments; effective logistics and coordination of pre-work, activity/courses, and post-activity/course assessment of learners and required supporting faculty, staff, evaluators, and other roles.	Measurement, information management, quality assurance, planning, assessment, and control, verification.
Resources	Balance program requirements with constraints such as geographic co-location; fixed facilities, rooms, equipment, and support personnel that limit the number of learners, facilitators and staff that can be scheduled at point in time.	Infrastructure management, planning, assessment, and control.
	Obtain a sufficient quantity of trained and experience facilitators, evaluators, and staff.	Human resource management, knowledge management, portfolio management.
Organization	Organization may not be structurally set up to facilitate development of an evolving IPE program. Many schools were created before recognizing the need for IPE. Organization structures that previously allowed program success may now act as siloes, creating barriers to achieving evolving IPE objectives that require enhanced coordination. For the IPE program at UTSW, AAMC EPA 8 and 9 and IPE competencies must be aligned with the organization’s strategic plan.	Portfolio management, quality management, systems thinking.
	Organizations may have political, relationship or reward barriers that reduce the ability to establish a satisfactory IPE program.	Human resource management, decision management, systems thinking.
	Coordinate complementary curriculum in each School to balance primary educational activities with development of longitudinal teamwork curriculum.	Decision management, planning.
	Alignment and shared control of selected modules within an individual School may need to be modified and enhanced to become interprofessional and achieve desired learning outcomes. Module ownership and contributor shifts may cause disruptions when additional stakeholders seek to broaden the applicability of existing modules.