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Key elements for interprofessional education. Part 1: the learner, the educator and the learning context.

Ivy Oandasan1, Scott Reeves

  • 1Department of Family & Community Medicine, and Family Health Research Unit, University of Toronto, Ontario, Canada. i.oandasan@utoronto.ca

Journal of Interprofessional Care
|August 13, 2005
PubMed
Summary

This paper explores essential elements for planning and implementing interprofessional education (IPE) interventions for healthcare students. It examines the learning context, covering who, what, where, when, and how IPE is delivered.

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Area of Science:

  • Health Professions Education
  • Interprofessional Learning
  • Pedagogical Frameworks

Background:

  • Interprofessional education (IPE) is crucial for advancing patient-centered practice.
  • Significant gaps exist in understanding the pedagogical constructs of IPE.
  • This paper is the first of a two-part series on IPE implementation.

Purpose of the Study:

  • To highlight key considerations for planning and implementing IPE interventions.
  • To examine the learning context of IPE, including "who, what, where, when, and how."
  • To provide background information for stakeholders involved in interprofessional initiatives.

Main Methods:

  • Systematic literature review conducted for Health Canada's IECPCP initiative.
  • Historical review of IPE to establish international context.

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  • Examination of pedagogical approaches and issues related to learners, educators, and the learning context.

    • Main Results:

    • Identified critical elements for IPE planning and implementation.
    • Provided insights into the pedagogical aspects of IPE.
    • Highlighted challenges and considerations for effective IPE delivery.

    Conclusions:

    • Further research is needed into the pedagogical constructs of IPE.
    • Understanding the learning context is vital for successful IPE.
    • Lessons learned from existing IPE initiatives can inform future practice.