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This paper is a historical perspective on the development of interprofessional education (IPE) in health, social care and related fields in the United Kingdom between 1966 and 1997. It aims to provide a secure historical record, provide a foundation on which to review subsequent developments, and inform future policy, education and practice.

These case studies were commissioned in 2001 by the Department of Health with the understanding that their evaluated findings would be disseminated to ensure wider application. Three of the case studies concentrate on practice learning using different approaches, and the fourth on restructuring of all health and social care curricula to allow for integration. The juxtaposition of these different approaches enables comparisons between them.

The Learning and Teaching Support Network for Health Sciences and Practice commissioned this review from the UK Centre for the Advancement of Interprofessional Education (CAIPE) to help teachers engage effectively in interprofessional education. The paper reviews arguments for shared learning for health and social care professions in the Government workforce and training strategy – collaboration, substitution and accelerated career progression – noting concern expressed by universities and their teachers to clarify ends and means.

The turn of the Century was a watershed in the short history of interprofessional education (IPE) in the United Kingdom (UK) when the Labour government promoted “common learning” to be built in to the mainstream of pre-registration professional education for all the health and social care professions to help implement its modernisation strategy (Secretary of State for Health, 2000; Department of Health, 2004).

This bibliography lists sources in the English language and refers to interprofessional education (IPE) in health, social care and other fields with reference to collaborative practice and the improvement of care and safety. Those in Section One have been written since 2000 and can be accessed on the internet free of charge. Those in Section Two are books published since 2000 primarily or substantially dealing with or informing IPE brought to CAIPE's attention, known to me personally or reviewed in the Journal of Interprofessional Care.

The Team Development Measure (TDM) is a measure of the level of development of a team constructed by Bill Mahoney, PhD, and Carolyn Turkovich.

Objectives: To describe the development and validation of an instrument designed to assess student perceptions of physician-pharmacist interprofessional clinical education (SPICE).

Methods: Faculty members from pharmacy and medical schools developed items for the instrument, and 179 medical and pharmacy students completed the scale. Psychometric properties, including reliability and construct validity, were assessed using confirmatory factor analysis.

Toolkit:

• Good/bad team videos
• Cases for analysis
• Team Comittment Form
• Interprofessional Team Reasoning Algorithm 

This document is a summary of discussions, key recommendations, and potential next steps for creating a new collaboration between the Minnesota Health Systems and the University of Minnesota Academic Health Center to improve the education and training of health professionals developed at the Community University Board - Academic Health Center Retreat on September 24, 2012.