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This short commentary seeks to provide some practical guidance on how to successfully implement and maintain rural interprofessional experiences for pre-registration students. Successful, sustainable IPE initiatives require upfront investment of time and resources to develop collaborative relationships with iwi and rural providers, to enable discovery of what works best within a specific rural context, to determine the appropriate time needed to implement the initiative and to develop strategies for program maintenance and sustainability.

An educational initiative, based around a credible patient profile and scenario, demonstrated that the presence of a pharmacist within a multi-professional group led to higher positive attributes scores. This suggests improved accuracy and quality of the communication throughout the transition from tertiary to primary care. The pharmacist’s involvement led to less severe errors when errors were made.

A template is presented for a program of assessment of health promotion competencies in the curricula of health professional programs. Such assessment is a first step toward dialogue regarding common health promotion competencies within and across health professions.

This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. Findings included that interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.

It is important to understand what an interprofessional education (IPE) experience means to students and what makes it meaningful so that optimal use can be made of IPE opportunities and resources. This article reports qualitative data from a larger study evaluating an 11-hour IPE programme which focused on long-term condition management. Three key themes emerged related to (i) learning, (ii) perceived long-term professional benefits, and (iii) the structure and content of the programme.

This study evaluated whether an IPE programme changed students' attitudes to interprofessional teams and interprofessional learning, students' self-reported effectiveness as a team member, and students' perceived ability to manage long-term conditions. These findings indicate that a brief intervention can have immediate positive effects and contribute to the development of health professionals who are ready to collaborate with others to improve patient outcomes.

This article describes a quasi-experimental study to gather longitudinal data during students’ last year of preregistration training and their first 3 years of professional practice to evaluate the ongoing development of interprofessional competencies and the influence that preregistration education including an explicit interprofessional education (IPE) programme may have on these.

A qualitative descriptive study of the discourse amongst a range of health professional students, including nursing, talking about nurses and nursing.  Two overarching themes emerged: 'constrained conversations' and 'the benefit of IPE: what nursing might become'.

This brief communication discusses a study indicating that a brief intervention can have positive effects and help prepare students to collaborate with other disciplines.

A qualitative study exploring the experiences of professional support received, and the perceptions of professional support required, by New Zealand (NZ) registered dietitians working in primary health care (PHC).  Intraprofessional and interprofessional sources of support are identified.