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The rapid uptake of simulation-based education has led to the development of simulation programs and centers all around the world. Unfortunately, many of these centers are functioning as localized silos and not taking advantage of the potential for collaboration with other regional centers to promote interprofessional education.

We examined interprofessional (IP) attitudes and relationships within an emergent network, the Canadian Obesity Network (CON), using semi-structured individual interviews with 13 members of the CON. CON is a newly formed network of obesity researchers, health professionals, and other stakeholders whose vision is to reduce the mental, physical, and economic burden of obesity on Canadians. Analysis of participant contributions led to a "Who?, What?, When?, Where?, Why?, and How?" framework of IP practice and obesity.

BACKGROUND:

Clinical placements have been traditionally offered on a profession specific basis, and as a result, we have a good understanding of salient issues related to their development and delivery. We know less about the planning and implementation of collaborative clinical placements. Aims: This paper presents key findings from a qualitative study that explored the collaborative processes connected to an interprofessional planning group who created and implemented a clinical placement for medical, nursing and allied health students.

METHODS:

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/18989811

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20441399

This article is a short report that describes an initiative in interprofessional education (IPE) and collaboration in health practices in a community health organisation. Staff and students from nursing and allied health professions collaborate to implement a video feedback parenting programme. The results include an increased awareness of the benefits of both IPE and infant mental health principles, in particular the establishment of a common language across professions. Further systematic evaluations are required.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/21554062

AIMS AND OBJECTIVES:

The aim was to investigate the impact of a new structure for supporting students and mentors in practice placements (Placement Development Teams) in fostering interprofessional education from the perspective of non-medical health care students and staff.

BACKGROUND:

Interprofessional education is an important international issue which received significant impetus in the UK as a result of many high-profile cases where uni-professional boundaries and cultures have contributed to adverse patient and client outcomes.

DESIGN:

Clients, patients, families, and communities must be conceived as partners in care delivery, not just as recipients (D'Amour, D. & Oandasan, I. (2005). Journal of Interprofessional Care, 19(Suppl.), 8-20). Health-care students need an opportunity to understand community member self-determination, partnership, and empowerment (Scheyett, A., & Diehl, M. ( 2004 ). Social Work Education, 23(4), 435-450), within the frame of interprofessional education (IPE) where community members are involved as teachers and learners.

Language can impact significantly on the ways in which health care professionals relate and provide clinical services, as well as the way in which patients conceptualize their role in the healthcare encounter. The aim of this project was to explore the barriers and challenges to developing a collaborative approach in health care. A hermeneutic research approach was used with a convenience sample of international key informants representing 6 disciplines. A total of 10 individual, semi-structured interviews were conducted.