Interprofessional education: A review of context, learning and the research agenda

Thistlethwaite, Jill (2012) Interprofessional education: A review of context, learning and the research agenda. Medical Education, 46 1: 58-70. doi:10.1111/j.1365-2923.2011.04143.x


Author Thistlethwaite, Jill
Title Interprofessional education: A review of context, learning and the research agenda
Journal name Medical Education   Check publisher's open access policy
ISSN 1365-2923
Publication date 2012-01-01
Year available 2011
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1111/j.1365-2923.2011.04143.x
Open Access Status Not yet assessed
Volume 46
Issue 1
Start page 58
End page 70
Total pages 13
Place of publication Oxford, England, U.K.
Publisher Wiley-Blackwell Publishing Ltd.
Language eng
Abstract Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together.

Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions.

Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Article first published online: 13 DEC 2011

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: Official 2012 Collection
School of Medicine Publications
 
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Created: Mon, 15 Aug 2011, 21:18:18 EST by Matthew Lamb on behalf of School of Medicine