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Interprofessional education (IPE) is commonly advocated in policy documentation as a means of enhancing collaboration between heath and social care staff. However, little is known about the effects of this type of education. This paper reports findings from a systematic review which was commissioned to search and begin assessing the quality of the published evidence relating to the effects of IPE on staff involved in the care of adults with mental health problems. Results from this study indicate that there is a current lack of rigorous evidence into the effects of IPE in this field.

BACKGROUND: As patient care becomes more complex, effective collaboration between health and social care professionals is required. However, evidence suggests that these professionals do not collaborate well together. Interprofessional education (IPE) offers a possible way forward in this area.

OBJECTIVES: To assess the usefulness of IPE interventions compared to education in which the same professions were learning separately from one another.

This paper describes the multi-method evaluation of an interprofessional training ward placement for medical, nursing, occupational therapy and physiotherapy students. Unique in the UK, and an extension of pioneering work in Sweden (Wahlström et al. 1997, Wahlstroöm & Sandén 1998), this interprofessional clinical placement allowed senior pre-qualifying students, under the supervision of practitioners, to plan and deliver interprofessional care for a group of orthopaedic and rheumatology patients.

The authors assert that the interprofessional health care community needs more evidence and less rhetoric.

This paper presents final results from a 15-month project which evaluated the effectiveness of interprofessional education (IPE) for first and second year medical, nursing and dental students on a community-based placement. The paper initially discusses the current issues within the IPE literature. It goes on to provide background information of this placement. In presenting the project's methodology, the paper describes the use of a 'process-based' approach which tracked the education and social processes connected to IPE.

Learning between professions has been widely invoked in health and social care in the belief that it improves collaboration in practice. Evidence to substantiate that belief is, however, elusive. Obstacles to the rigorous evaluation of interprofessional education are formidable, but this article reports progress towards establishing an evidence base. It describes two reviews. One is subject to criteria for Cochrane Collaboration, the other less constrained. Findings are reported for the first and methodology is discussed for the second.

Integrating Clinical Prevention and Population Health into Education, Practice, and Research

This volume contains papers presented at the 12th Congress of Health Professions Educators, Integrating Clinical Prevention and Population Health into Education, Practice, and Research.

Copyright © 2005 Association of Academic Health Centers. Available here with permission.

Through a Prism: Perspectives on a Cross-Professions Skill Set

This review of pre-registration interprofessional education in the United Kingdom over the fifteen year period 1997-2013 was undertaken by the Interprofessional Education Research Group and part funded by the UK Higher Education Academy.

Drawing on three sources: the literature, an online survey and reflective accounts by invited teachers with follow-up interviews, it seeks to provide an up-to-date picture of inter-professional education (IPE), representing the responses of 52 educational institutions relating to 63 IPE courses or modules.  

Background: Despite all the efforts made in the past few years, interprofessional collaboration (IPC) in clinical settings is not always optimal. In addition, there are only a few instruments that healthcare managers and practitioners can use to evaluate the quality of IPC practice. Therefore, we developed an observationbased tool to evaluate IPC interactional factors occurring during interdisciplinary team meetings, and we examined the initial validation of the tool in a rehabilitation setting.