PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19842956

This article describes how a system of interprofessional learning was established and developed. It gives practical tips on implementation and some short case studies demonstrating how students have benefited from this approach.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19950458

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20602592

Most patients with leg- and foot ulcers are managed within non-institutional care. The aim of this study was to investigate the district nurses' wound management, including wound appearance, assignment of responsibility, guidelines for wound treatment and co-operation with other professional groups. The study has a descriptive quantitative approach. Data was collected using a wound registration form and a questionnaire. The selection of participants was made by random sampling.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19995270

Almost all information about interprofessional education (IPE) comes from a few western countries; little from the rest of the world. This paper helps to rectify that omission. It reports the first phase of a study of "shared learning" between health professions in "medical sciences education" in the Islamic Republic of Iran based on a documentary search and national survey of all government affiliated medical sciences universities (MSUs) with examples which meet some of the criteria for IPE.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20102268

OBJECTIVE: To conduct a theory analysis of shared decision making (SDM) conceptual models and determine the extent to which the models are relevant to interprofessional collaboration in clinical practice.

METHODS: Theory analysis of SDM models identified from three systematic reviews and personal files. Eligible publications: model of SDM; described concepts with relational statements. Two independently appraised models.

CONTEXT: Current trends in medical education reflect the changing health care environment. An increasingly large and diverse student population, a move to more distributed models of education, greater community involvement and an emphasis on social accountability, interprofessional education and student-centred approaches to learning necessitate new approaches to faculty development to help faculty members respond effectively to this rapidly changing landscape.

Interprofessional education (IPE) has emerged as a critical pedagogy for promoting interprofessional collaboration (IPC) within healthcare. However, the literature includes few reports of students' perspectives on IPE experiences. Understanding students' experiences is critical, as they are the crux of IPE's culture change agenda. This paper presents an autoethnographic account of my experiences as a medical student participating in an IPE placement within a Canadian academic hospital.