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Despite increasing recognition for the importance of interprofessional education (IPE), little is known about where in the world it occurs, how it is conducted and why it is offered. This international environmental scan was commissioned by the World Health Organization (WHO) to answer these questions and inform efforts to support IPE on a global scale. An internet-based survey targeting educators and researchers in WHO's 193 Member States was conducted between February and April 2008.

The first comprehensive report on the interprofessional relationships between foot and ankle surgeons in the UK is presented.

MATERIALS AND METHODS:

A questionnaire was sent to orthopaedic surgeons with membership of the British Foot and Ankle Surgery Society (BOFAS), orthopaedic surgeons not affiliated to the specialist BOFAS and podiatrists specialising in foot surgery. The questionnaire was returned by 77 (49%) of the BOFAS orthopaedic consultant surgeons, 66 (26%) of non-foot and ankle orthopaedic consultant surgeons and 99 (73%) of the podiatric surgeons.

PURPOSE: This article presents a descriptive research study that investigated the issues discussed in rehabilitation case conferences, with specific reference to patients with acquired communication disabilities of neurological origin.

CONTEXT:

This paper reports on a study commissioned by the World Health Organization (WHO) to explore common themes of collaborative practice. The WHO requested global clarification of (1) the nature of collaborative practice, (2) its perceived importance, and (3) strategies for systematizing collaborative practice throughout national health systems.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19517288

Placing our practicum students into an interprofessional education (IPE) practicum without prior course work is an unorthodox idea, however, it was discovered that the road to IPE success is not along a single pathway. This multi-case study explores the experience of seven cohorts of pre-service professionals from the faculties of Education, Nursing, Justice Studies, Kinesiology and Health Studies and Social Work who engaged in a 14-week, full-time interprofessional internship in inner-city schools.

E-learning is seen as offering possible solutions to the barriers of large scale interprofessional education. This paper discusses a study that explored the underlying pedagogical thinking employed by lecturers when planning e-learning materials for interprofessional education. The themes uncovered in the data were: "reflective spaces for creativity"; "from logistics to learner autonomy"; "authentic"; "constructivist approaches"; "inter-active learning to promote collaboration" and "bringing the patient/service user into the classroom".

Caring for patients requires an interprofessional approach. The purpose of this article is to reflect on a specific experience of interprofessional working encountered while working as a nurse in clinical practice. A critical analysis and evaluation is offered with a focus on the extent to which interprofessional collaboration can enhance a patient's journey through the healthcare system.

BACKGROUND: Evidence-based practice (EBP) models provide a framework to guide organizations and their clinicians to implement evidence-based policies, protocols, and guidelines. A historical review of evidence-based models is presented. The revised Colorado Patient-Centered Interprofessional EBP Model supports use of research evidence and nonresearch evidence and adopts a patient-centered approach to EBP.

AIM: The purpose of this article is to present a framework that can be used to transform an organization and foster the use of evidence by interdisciplinary team members.