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Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a
Elizabeth Susan Anderson1, Jenny Ford2, Daniel James Kinnair1
1a Centre for Medicine, College of Medicine, Biological Sciences and Psychology , University of Leicester , Leicester , UK.
Journal of Interprofessional Care
|June 9, 2016
Summary
Establishing effective interprofessional practice-based learning is crucial for healthcare education. This guide provides essential lessons for engaging clinicians and learners to enhance collaborative care delivery.
Area of Science:
- Healthcare Education
- Interprofessional Practice
- Collaborative Care
Background:
- Interprofessional education (IPE) aims to enhance collaborative practice in health and social care settings.
- Challenges in implementing IPE include prioritizing profession-specific teaching, under-resourced teams, and limited faculty development.
- Practitioners often lack the knowledge and preparation to design and deliver meaningful interprofessional learning experiences.
Purpose of the Study:
- To provide key lessons for establishing and sustaining meaningful interprofessional practice-based learning.
- To offer a model for engaging clinical front-line practitioners with learners.
- To support and advance care delivery through effective interprofessional collaboration.
Main Methods:
- The guide synthesizes lessons learned over many years of experience in interprofessional practice-based education.
- A specific learning model has been adapted and adopted across diverse settings and countries.
- Focus on engaging clinical practitioners in a reciprocal learning dynamic with students.
Main Results:
- The developed learning model facilitates the integration of learners into practice settings.
- It addresses challenges related to resource limitations and practitioner preparedness.
- The model has proven adaptable and effective in various international contexts.
Conclusions:
- Effective interprofessional practice-based learning requires strategic planning and dedicated faculty development.
- Engaging frontline practitioners in collaborative learning enhances both learner experience and patient care.
- The presented model offers a sustainable approach to fostering interprofessional collaboration in healthcare.