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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
PubMed
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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:

Keywords:
Ethical valuesfaculty developmentinterprofessional educationinterprofessional learningpractice-basedreflective learningtheory

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  • 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.