Interprofessional education and practice

ABSTRACT
Successful interventions, healthcare planning, and patient-centered care require explanation, justification, and
collaboration through interprofessional clinical decision-making (CDM). Understanding health practitioners’
decision-making styles and influencing factors can enhance CDM capabilities. Health professionals and
students (N = 229) completed an online survey on their decision-making styles, interprofessional education,
interprofessional practice, discipline education, clinical experience, processing styles, personality, interpersonal
motivational factors, and age. To assess the influence of task structure, participants answered CDM questions
on a high- and a low-structured case study. Age demonstrated an effect on the level of clinical experience,
while clinical experience alsomediated the effect of age on rational processing styles.While personality results
were mixed, consistent with previous findings, conscientiousness predicted rational processing style. Effects of
interpersonal motivation on personality were also mixed, insofar as results indicated an association between
conscientiousness and both experiential and rational processing styles. Interpersonalmotivation also predicted
rational processing styles. The complexity of CDM and factors influencing healthcare practitioners’ processing
and decision-making styles was highlighted. To optimize CDM processes by addressing errors and biases, CDM,
and practice complexity, healthcare practitioner education should include theory-driven CDM orientation
frameworks.

Esta obra é um compilado do  seminário realizado entre os dias 17 e 19 de setembro de 2020, que contou com 2.478 inscritos de todo o país, 312 submissões científicas e conferencistas com grande expertise na  temática. A realização de um evento dessa magnitude, de forma on-line, foi um grande desafio, mas nos mostrou que a distância já não é mais um empecilho quando existe vontade em transformar a realidade. A EIP, porém, ainda se mostra como um caminho percorrido por poucos. Assim, é preciso divulgá-la para que a formação de um profissional de saúde na perspectiva colaborativa e interprofissional deixe de ser algo distante da graduação em saúde e se torne realidade nas instituições de ensino brasileiras, de modo a atender às necessidades urgentes para a oferta do cuidado integral à saúde.
Com o objetivo de fortalecer e difundir a EIP, Dr. Rodrigo Guimarães dos Santos Almeida apresenta esta obra. Na sua maioria, ela é composta pela transcrição das falas dos conferencistas, que muito abrilhantaram a realização do evento, construído de forma colaborativa por várias mãos: professores, preceptores e alunos.
Organizada em quatro partes, esta publicação objetivou, em seu primeiro capítulo explorar aspectos fundamentais sobre a EIP, como seus  princípios teóricos e as principais diretrizes internacionais nesta temática. No segundo são apresentadas iniciativas para a sua implementação na formação em saúde. A correspondência entre a interprofissionalidade e o cuidado integral na atenção primária é o foco do terceiro capítulo. As experiências da EIP no Brasil e os desafios e possibilidades
para sua implementação compõem o repertório do quarto capítulo.
Que esta publicação possa servir de referência para todos que buscam por mudanças na formação e no trabalho em saúde a partir da Educação Interprofissional e das Práticas Colaborativas em Saúde.

In their paper ‘Are we at
risk of groupthink in our approach
to teamwork interventions in
health care?’, Kaba et al.1 critique
team training specifically and collaboration
in general, which we
view as overly critical and simplistic.
Based on empirical evidence,
we seek to clarify that the crucial
question is not about whether collaboration
is effective, but, rather,
concerns how teams can effectively
work together to provide quality
health care

Introduction: Vocal hygiene sensitization programs help in propagating the information about conservation of voice in a swift manner to a target population. Nurses being bridge between patients and doctors help patients understand or convey important information. Hence, nursing trainees formed the target group for the sensitization program on voice conservation and care. Materials and Methods: Ninety‑two nursing trainees and their faculty participated in a one‑day sensitization program on vocal hygiene. The program consisted of two lectures on the anatomy and physiology of voice and vocal hygiene for voice conservation and voice care. Participants’ familiarity of the topic was assessed using a questionnaire before and after the lectures. Results: There was a significant increase in percent correct response from 77.41% to 91.46% after the program. Out of 10 questions, eight had increase in scores, one had decreased score, and one question remained the same. Conclusion: Improved percent correct response scores of the participants in the post test implied better awareness about the voice production mechanism and conservation of voice and its care. The results could imply that such programs could improve dissemination of information pertaining to voice use, conservation of voice, and helping in reducing the occurrence of voice problems in different groups of professional voice users.

Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of ...

The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving stud...

This paper draws on a narrative literature review in the area of refugee resettlement and adaptation and argues against the polarity found between the various disciplines working in this field.
The resettlement and adaptation of refugees in Europe is undoubtedly a complex issue which calls for interdisciplinary research and practice. Yet when reviewing the relevant literature the following dualism emerges: on the one hand, there is material concerning theoretical know why (such as psychological and sociological studies which theorise why the majority of refugees experience post-migration adversity and disadvantage) and on the other hand there is material focusing on technical know how (such as studies from the fields of social work and healthcare which explore the most efficient psychosocial interventions for different groups of refugees). These two types of knowledge- the theoretical and the technical- refer to what Aristotle defined as ‘episteme’ and ‘techne’. There is also a third intellectual virtue Aristotle called ‘phronesis’: phronesis refers to the ethically practical and is the intellectual activity most relevant to social action, which can improve people’s lives and contribute to societies’ development (Flyvbjerg et al., 2012). Phronesis is missing from contemporary social sciences (Flyvbjerg, 2001) and from refugee studies as well.
The present paper highlights this by reviewing the past decade’s literature on the theme of refugee resettlement and adaptation in Europe. It concludes by suggesting a ‘phronetic’ turn in research and practice in this field, so that refugee peoples and sending and receiving societies benefit the most.

Objectives
This paper aims to how interprofessional education (IPE) prepare voice team professionals to the interprofessional collaborative practice (IPCP). How interprofessional collaborative practice (IPCP)
can affects the quality of care and patient safety issues in voice therapy.

Method
A detailed exploration of key literature which is about the IPE and IPCP fields.Using IPE and IPCP theories in the field of voice therapy.

Results
The result of this research shows that there is not enough study to shows the IPE and IPCP in
voice therapy
-Interprofessional education can be a good model for the pre registration Level of professionals
who work in voice therapy team
-Interprofessional collaborative practice model can be used in voice therapy team
Conclusions
To sum up, IPE and IPCP is a new type of professional education system in the health and medical
field. With this system voice therapy teams have great opportunities to using and understanding
of IPCP and IPE. Because,They have to work together in clinical setting.Thats why tehy need toeducate together interprofessional and work together interprofessionaly.

Background: The Norwegian government has indicated that health and socialstudies should emphasize interprofessional collaborative learning (IPL), especiallyin clinical placements. Through IPL, students have the opportunity to gain insightinto other professional responsibilities and minimize negative stereotypes. Thismight improve collaboration across professional boundaries. Professionals withcollaborative competence might solve complex health problems, and thus improvethe quality of healthcare. The objectives of this article are to investigate the IPLexperiences nursing students acquire through shadowing practice with differentprofessionals in home care.Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the student...

Güvenlik profesyonelleri toplumda huzur ve güvenliği sağlamak, insanın hak ve özgürlüklerini korumakla görevlidir. Bu görevleri yerine getirirken güvenlik kurum ve profesyonelleri etkili ve hızlı bir şekilde hem yerel hem ulusal hem de uluslararsı düzeyde  güvenlik  kurumları ile işbirliği ve eşgüdüm içinde  suç önleme ve suçla mücadele etmek zorundadır. Bu amacı gerçekleştirmek için gerek meslek öncesi gerekse hizmet içi eğitimlerinde teorik eğitimden daha çok pratik eğitime ihtiyaç duymaktadır.
Bu çalışmada, yaygın olarak sağlık bilimlerinde kullanılan interprofesyonel eğitim modelinin Güvenlik bilimlerinde güvenlik profesyonellerinin eğitimi içinde kulanılması önerilmektedir. Bu bağlamda güvenlik profesyonellerinin meslek öncesi örgün eğitiminde ve hizmet içi eğitimlerinde inter profesyonel eğitim modelinin nasıl uygulanabileceği anlatılmıştır.
Anahtar Kelimeler: İnterprofesyonel İşbirliği, Suç Önleme, Suçla Mücadele, İnterprofesyonel Eğitim, Ceza adalet Sistemi, Polislik, İçgüvenlik.

The aim of this article is to open a conversation between the complexity & education community and the field of interdisciplinarity (as well as its close relative, interprofessionalism). It starts by describing two very different streams of thought in the literature on interdisciplinary research and education: One that focuses on the socio-cultural dynamics among disciplinary ‘knowers’ and one that emphasizes the complexity of the phenomena studied by these disciplinary knowers. Next, the author argues that recent epistemological thinking associated with the complexity & education community can help to integrate these streams of thought—offering a way for interdisciplinary inquiry to respect both the complexity of knowers and the complexity of the known.

Jan Jaap Reinders is a work and organizational psychologist and specialized in task shifting, interprofessional collaboration and interprofessional education. He has a special interest in an integral approach to interprofessional development and interprofessional identity formation.
He developed a Meta-Model of Interprofessional Development (Reinders, 2018). This meta-model consists of five consecutive overlapping phases (1 to 5) that are connected by two guiding principles: increasing complexity and increasing interprofessional self-regulation. The meta-model connects psychosocial, professional, procedural and systemic aspects of interprofessional collaboration as part of an integrated care. Several educational programmes have adopted this new meta-model for the development of interprofessional education: dentistry, dental hygiene, physiotherapy, speech therapy and nutrition and dietetics.
The Extended Professional Identity Theory (EPIT) was also developed by Jan Jaap Reinders (Reinders, 2018; Reinders et al., 2018). This new psychological theory describes how the formation of an interprofessional identity can be facilitated in order to enhance interprofessional collaboration. Experiments show positive results with regard to increased reciprocity between members of different professions and a change in perceived interprofessional task distribution.

Attitudes of dental students regarding the provision of treatment tend to be dentist-centered; however, facilitating mixed student group formation could change such perceptions. The aim of this study was to investigate the perceived scope of practice of dental and dental hygiene students and whether their perceptions of task distribution between dentists and dental hygienists would change following an educational intervention consisting of feedback, intergroup comparison, and competition between mixed-group teams. The study employed a pretest-posttest single group design. Third-year dental students and second-year dental hygiene students at a university in The Netherlands were randomly assigned to intraprofessional teams (four or five members) and received team-based performance feedback and comparison. The intervention was finalized with an award ceremony for the best intraprofessional team. Before and after the intervention, students completed a questionnaire measuring their perceived distribution of ten tasks between dentists and dental hygienists. A total of 38 dental students and 32 dental hygiene students participated in the intervention—all 70 of those eligible. Questionnaires were completed by a total 88.4% (n=61) of the participants: 34 dental (89.5%) and 27 dental hygiene students (84.4%). Dental and dental hygiene students had similar perceptions regarding teeth cleaning (prophylaxis) (p=0.372, p=0.404) and, after the intervention, preventive tasks (p=0.078). Following the intervention, dental students considered four out of ten tasks as less dentist-centered: radiograph for periodontal diagnosis (p=0.003), local anesthesia (p=0.037), teeth cleaning (p=0.037), and periodontal treatment (p=0.045). Dental hygiene students perceived one task as being less dentist-centered after the intervention: radiograph for cariologic diagnosis (p=0.041). This study found that these dental and dental hygiene students had different opinions regarding the scope of practice for dentistry and dental hygiene. The number of redistributed tasks after the intervention was especially substantial among the dental students, although the amount of change per task was minimal. Half of all tasks were perceived as less dentist-centered as a result of the intervention. Mr. Reinders is Lecturer, Research Healthy Aging Allied Health Care and Nursing,

ABSTRACT
Effective clinical decision making is among the most important skills required by healthcare practitioners.
Making sound decisions while working collaboratively in interprofessional healthcare teams is
essential for modern healthcare planning, successful interventions, and patient care. The cognitive
continuum theory (CCT) is a model of human judgement and decision making aimed at orienting
decision-making processes. CCT has the potential to improve both individual health practitioner, and
interprofessional team understanding about, and communication of, clinical decision-making processes.
Examination of the current application of CCT indicates that this theory could strengthen interprofessional
team clinical decision making (CDM). However, further research is needed before extending the
use of this theoretical framework to a wider range of interprofessional healthcare team processes.
Implications for research, education, practice, and policy are addressed.

Professional preparation in athletic training has grown from modest roots based in physical education in the 1960s to its emergence as a recognized health profession today. The profession has long embraced interprofessional practice (IPP), but many times has not been included in discussions held at the institutional, governmental, and international levels. As a result, the concept of interprofessional education (IPE), which has been an emphasis in medicine, nursing, and allied health since the 1990s, has not been a part of most athletic training programs. Investigations into IPE and IPP in athletic training have found that the concepts were misunderstood by athletic training educators because of a lack of common language and appreciation for their role in the future of health care. In 2012, the National Athletic Trainers' Association Executive Committee for Education authored “Future Directions in Athletic Training” to make recommendations regarding the evolution and promotion of IPE in athletic training. A primary part of this strategy was to develop a paper regarding IPE and IPP in athletic training to provide the profession and other stakeholders with background information and present model pedagogy that could be implemented in professional athletic training programs. The resulting document was created using a structured process that included a work group of authors from a wide range of settings.

The recent growth of interprofessional education (IPE) in healthcare has been accompanied by exploration of teaching strategies to improve its effectiveness. Experts in IPE advise faculty to explore teaching models from other disciplines outside of healthcare. Studio-based learning (SBL) in design education embodies many of the features that are integral to effective IPE. Students work in teams to design new processes and products to solve complex and real-life problems. The purpose of this paper is to describe features of SBL that enhance IPE and examine student experiences of interprofessional learning from three healthcare design studios. Findings from an exploratory case study of these design studios involving students from a range of professions suggest that the students transition through learning stages in SBL that may enhance IPE. The paper goes on to discuss the unique features of SBL and how they offer new and complementary strategies for building interprofessional curricula.

Background Although chiropractic has 125 years as an established profession, scrutiny of the literature proves that few studies have examined the clinical education of chiropractic students with a call for research from academics. This thesis is significant as it develops knowledge that can inform chiropractic bodies and help them improve an essential component of chiropractic education: clinical skill development. Research Purpose and Aims The purpose of this study was to identify elements of best practices in clinical education by critically examining, exploring and describing the aspects of an exemplar chiropractic clinical program that develops students’ clinical practice skills for transition into practice. This study explored the innovative clinical program of a reputable American chiropractic institution providing a scaffolded clinical program across varied clinical settings, patient populations and amongst other health disciplines. Research Design A six-phase exploratory descriptive qualitative design (EDQD) study was conducted to explore and describe the phenomenon being examined (Flick, 2014). This design enabled the collection of information about perceptions and lived experiences of three stakeholder cohorts: clinical faculty members, students and new graduates. Methods Purposive sampling (of students and clinical faculty members) and snowball sampling techniques (of new graduates) were used to derive the sample. Data were collected in three cycles across a two-year period using in-depth, semi-structured interviews. Interviews were conducted with 15 clinical faculty members and eight new graduates, and semi-structured focus groups were conducted with 20 students. All data were audio recorded, transcribed and thematically analysed using an inductive approach. Findings Chiropractic clinical education programs ought to be developed within a framework that incorporates adult learner principles; situated, social and experiential learning theories. Valued was a student-centred learning experience that includes authentic and diverse clinical placements, supervision and mentoring from multiple clinical educators which enhances students’ access to varied perspectives of clinical practices that contributes to developing clinical skills and professional identity. Business knowledge and entrepreneurial skills was an area of deficiency, which is problematic when the objective is to build graduates’ independence in clinical practice and professional prospects are predominantly private practice (NBCE, 2020). Embedding evidence-based practice within curricula and clinical training for educators and students are necessary to ensure this becomes a part of clinical practice. Conclusion This thesis posits best practice in chiropractic clinical education consists of the following: (a) using a scaffolded longitudinal clinical program, (b) varying clinical placements and case mix, (c) supervision and mentoring from multiple clinical educators, (d) educating the clinical educator, (e) curricula designed around industry standards and desired graduate attributes and capabilities, (f) an evidence-based practice approach in the curricula and clinical context, (g) aligning business skills, knowledge and practices with the professional context and (h) interprofessional learning and practice opportunities. Although this study has made a contribution to scholarly discourse, there remain many gaps in our knowledge where further studies are needed.; Doctor of Philosophy

Approximately 70 to 80% of healthcare errors are due to poor team communication and understanding. High-risk
environments such as the trauma setting (which covers a broad spectrum of departments in acute services) are
where the majority of these errors occur. Despite the emphasis on interprofessional collaborative practice and
patient safety, interprofessional teamworking in the trauma setting has received little attention. This paper presents
the findings of a scoping review designed to identify the extent and nature of this literature in this setting. The
MEDLINE (via OVID, using keywords and MeSH in OVID), and PubMed (via NCBI using MeSH), and CINAHL databases
were searched from January 2000 to April 2013 for results of interprofessional teamworking in the trauma setting. A
hand search was conducted by reviewing the reference lists of relevant articles. In total, 24 published articles were
identified for inclusion in the review. Studies could be categorized into three main areas, and within each area were
a number of themes: 1) descriptions of the organization of trauma teams (themes included interaction between
team members, and leadership); 2) descriptions of team composition and structure (themes included maintaining
team stability and core team members); and 3) evaluation of team work interventions (themes included activities in
practice and activities in the classroom setting).
Descriptive studies highlighted the fluid nature of team processes, the shared mental models, and the need for
teamwork and communication. Evaluative studies placed a greater emphasis on specialized roles and individual
tasks and activities. This reflects a multiprofessional as opposed to an interprofessional model of teamwork. Some of
the characteristics of high-performing interprofessional teams described in this review are also evident in effective
teams in the community rehabilitation and intermediate care setting. These characteristics may well be pertinent to
other settings, and so provide a useful foundation for future investigations.
Keywords: Interprofessional teamworking, Interprofessional collaborative practice, Trauma setting

Interprofessional Collaborative Practice (IPCP) is a work practice that involves different health and/or social cares professionals who share a team identity and work collaboratively in an integrated and independent manner to solve problems and deliver services. Interprofessional education (IPE) involves members (or students) of two or more professions, associated with health or social care, engaged in learning with, from, and about each other (Barr et al 2005). Speech and language therapy (SLT) is known to be new profession in the health and social care, predominately working with people with communication and swallowing difficutlies/disabilities. SLT professionals work in diverse settings, alongside a range of other professions. There has however been very little research on SLT teams in community settings, as well as the wider range of professions such as allied health. In particular there has been insufficient research on SLT and of interprofessional practices to support children with communication disabilities. This paper aims to provide whom IPCP can contribute for the speech and language therapy and audiology departments. Following this, a detailed exploration of key literature, and critical reflection upon this will be presented. The report then sets out the methodology that will be adopted to fill this knowledge gap, the progress of the project so far and how the work will demonstrate an original contribution to knowledge appropriate.

Introduction Interprofessional practice is recognised as
an important element of safe and effective healthcare.
However, few studies exist that evaluate how preregistration
education contributes to interprofessional competencies,
and how these competencies develop throughout
the early years of a health professional’s career. This
quasiexperimental study will 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.
Methods and analysis Participants are students and
graduates from the disciplines of dentistry, dietetics,
medicine, nursing, occupational therapy, oral health,
pharmacy and physiotherapy recruited before their final year
of study. A subset of these students attended a 5-week IPE
immersion programme during their final year of training. All
data will be collected via five written or electronic surveys
completed at 12-month intervals. Each survey will contain
the Attitudes Towards Health Care Teams Scale and the
Team Skills Scale, as well as quantitative and free-text items
to explore vocational satisfaction, career trajectories and
influences on these. Students who attend the IPE programme
will complete additional free-text items to explore the effects
of this programme on their careers. Quantitative analysis will
compare scores at each time point, adjusted for baseline
scores, for graduates who did and did not participate in the
IPE programme. Associations between satisfaction data and
discipline, professional setting, location and IPE participation
will also be examined. Template analysis will explore freetext
themes related to influences on career choices including
participation in preregistration IPE.
Ethics and dissemination This study has received approval
from the University of Otago Ethics Committee (D13/019).
Results will be disseminated through peer-reviewed
publications, conferences and stakeholder reports. Findings
will inform future IPE developments and health workforce
planning.

Objectives: The human dimensions of healthcare—core values and skilled communication necessary for
every healthcare interaction—are fundamental to compassionate, ethical, and safe relationship-centered
care. The objectives of this paper are to: describe the development of the International Charter for Human
Values in Healthcare which delineates core values, articulate the role of skilled communication in
enacting these values, and provide examples showing translation of the Charter’s values into action.

Methods: We describe development of the Charter using combined qualitative research methods and the
international, interprofessional collaboration of institutions and individuals worldwide.

Results: We identified five fundamental categories of human values for every healthcare interaction—
Compassion, Respect for Persons, Commitment to Integrity and Ethical Practice, Commitment to
Excellence, and Justice in Healthcare—and delineated subvalues within each category. We have
disseminated the Charter internationally and incorporated it into education/training. Diverse healthcare
partners have joined in this work.

Conclusion: We chronicle the development and dissemination of the International Charter for Human
Values in Healthcare, the role of skilled communication in demonstrating values, and provide examples of
educational and clinical programs integrating these values.

Practice implications: The Charter identifies and promotes core values clinicians and educators can
demonstrate through skilled communication and use to advance humanistic educational programs and
practice.

This article is part of a series that illustrates
strategies intended to redesign primary care
education at the Veterans Health Administration
(VHA), using interprofessional workplace
learning. All have been implemented in the VA
Centers of Excellence in Primary Care Education
(CoEPCE). These models embody visionary
transformation of clinical and educational
environments that have potential for replication
and dissemination throughout VA and
other primary care clinical educational environments.
For an introduction to the series
see Klink K. Transforming primary care clinical
learning environments to optimize education,
outcomes, and satisfaction.

Public service interpreters and social workers frequently work with each other. A training approach that seeks to bring learners from two professional areas together is interprofessional education. This paper describes and discusses interprofessional education sessions for interpreting and social work students conducted over 3 years. We report on how these were designed and delivered and on students' evaluation of learning outcomes. Evaluations from students were elicited via anonymous questionnaires in paper/ electronic form. Responses were gained from 218 of 442 participating students on the following: level of confidence to later work with professionals of the other disciplinary background; level of importance of pre-interactional activities; and self-awareness of performance skills when interacting with a member of the other professional group. Confidence levels are reported as high, and pre-interactional activities are rated as important. Responses on performance skills relate to emotional and verbal features as well as to content knowledge and terminology.

Interpreters and social workers frequently work together. They share some common goals and there is some similarity between the ethical guidelines that both professions follow. Despite this, interpreter-mediated social work encounters are rarely described, especially from the perspective of interpreting studies. Even more infrequent are studies that focus on trainee interpreters’ and social workers’ engagement in interprofessional education (IPE). Details of the design and delivery of IPE training sessions for interpreting and social work students, at Monash University from May 2017 to May 2019, are provided. The sessions featured two role-plays that simulated typical interactions in which interpreters and social workers work together. To assess the effectiveness of the IPE training in meeting both general and specific learning outcomes, three research questions were posed and the responses are reported in this article. The questions relate to the reported usefulness of role-plays in enabling the acquisition of desirable skills and knowledge; an increase in the level of knowledge of the other professional group, one’s own group and the perceived benefits for service-users; and the usefulness of pre- and post-interactional activities, such as briefing and debriefing. Responses to questionnaires were received from 218 of the 442 participating students. On a Likert scale with five gradings the average levels of agreement regarding the usefulness of role-plays are high, as are the levels of agreement about increases in knowledge of the other professional group and those of the students’ own professional group. The student informants reported that the skills they gained are likely to be beneficial to clients and patients with limited English proficiency. The trainees’ responses to their pre- and post-interactional interactions show that both groups registered a high level of agreement that briefings and debriefings are useful.

The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, to standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, interprofessional education (IPE), which is a common intervention in health professions education. IPE is an opportunity for individuals of multiple professions to interact to learn together, to break down professional silos, and to achieve interprofessional learning outcomes in the service of high-value patient care. Based on a review of recent evidence and a facilitated discussion with US and Canadian experts, we describe IPE, its terminology, and other important information about the intervention. We encourage leaders and researchers to consider and to build on this guideline as they plan, implement, evaluate, and report IPE efforts. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of IPE.

A number of extant educational, psychological and sociological theories have been suggested as possessing utility for interprofessional education (IPE). However, there is limited theory proposed that has been derived directly from data. This article adds to the theoretical toolkit by theorising from data using constructionist grounded theorising.
This article discusses the grounded theorising of participants’ approaches to IPE and describes the social process of relative distancing, a collection of strategies employed by participants to construct their own professional identities and negotiate their way through interprofessional interactions. The categories of relative distancing are conceptualised as 1) integrating the professional and the interprofessional; 2) constellating and maintaining distance; 3) tensioning and manipulating distance; and 4) the dimensions of distance. The first, and most theoretically integrative, category will be discussed in detail here.
It was found that participants valued certain learning outcomes over others. They favoured learning opportunities that were perceived to be of direct relevance to their
2
own professional development and contributed finite personal resources to these. Resources were committed to those interprofessional learning opportunities where relevance was perceived and the conditions of co-presence (with other professions) and a context for interaction were achieved. The discussion draws links between the data and contemporary discourses of economics and identity