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The objective of this manuscript is to describe the results of a pharmacist-driven, Type 2 diabetes targeted, collaborative practice within an urban, underserved federally qualified health center. Pharmacists within a primary care team managed patients with chronic illnesses utilizing a collaborative practice agreement. Pharmacists, pharmacy residents, and supervised students provided care for patients with Type 2 diabetes.

Interprofessional education (IPE) began as a health and social care movement in the early 1970s and took firm hold in US-based accreditation standards in the mid-2000s. IPE should start early in health professions education and prepare clinicians for cross-disciplinary work culture that nourishes quality, collegiality, and safety in a rapidly evolving health sector. Since formation of the Interprofessional Education Collaborative®, IPE trends have gained momentum.

Milwaukee has become home to one of the largest US populations of Rohingya refugees, who face barriers to health care, including poor service integration impeded by the absence of a formal written language. Clinicians also face barriers to delivering adequate, culturally attuned health services, so suboptimal outcomes are common.

Ethnographic examination of nine communities of clinical practice, in one general practice setting, caring for patients with long-term conditions.  The study finds that CoCP are driven by the moral imperative to care, at some cost, accounting for the ‘messiness’ of community-based care.

This study investigated student learning experiences over the first two complete years of the programme, comparing responses from participating students with those from a cohort of non-participating peers. This study finds that if multiple learning objectives can be met concurrently in well supported rural IPE programmes, learning outcomes can be maximised for a wide range of health professional students in ways that are sustainable and beneficial for local communities.

This study aimed to test both the feasibility of undertaking a collaborative method of enquiry as a means of investigating patient perceptions about teamwork in the context of their current health care, and also to compare and contrast these views with those of their usual health professionals in New Zealand suburban health practice settings.

This study aimed to test the feasibility of delivering an interprofessional component within existing health professional courses for medicine, physiotherapy and dietetics at the University of Otago, Wellington, New Zealand. Survey results indicated pre-existing positive attitudes to interprofessional practice and education among students. There was a statistically significant increase in positive attitude towards such practice and education, and increased confidence in the effectiveness of heath care teams.

This paper outlines the basis of interprofessional education, its relationship to interdisciplinary teamwork in primary care clinical practice, and describes a New Zealand model of postgraduate interprofessional education. Barriers to the implementation of interprofessional education in NZ were identified as well as possible solutions. In NZ, despite health authorities advocating clinical teamwork and interprofessional education, a variety of structural and attitudinal barriers challenge the development and practice of interprofessional education.

For the first time [from 2012], New Zealand nursing, medical, physiotherapy, pharmacy and dental students have a chance to participate in a purpose-built interprofessional programme of clinically-based learning as one component of their final year courses.