Educating for collaborative practice: an interpretation of current achievements and thoughts for future directions

Area of Science:

• Health Professions Education
• Interprofessional Education
• Collaborative Practice

Background:

• The 1998 Edinburgh Declaration advocated for joint learning to improve teamwork in healthcare.
• This article examines progress in 'educating for collaborative practice' since the Declaration.
• It poses questions for future directions in this field.

Purpose of the Study:

• To acknowledge achievements in educating for collaborative practice.
• To identify areas for future development in interprofessional education.
• To stimulate reflection on advancing collaborative practice models.

Main Methods:

• Philosophical hermeneutics guided a literature interpretation.
• Texts from 1988 onwards were analyzed iteratively.
• Appreciative inquiry was used to assess achievements and potential.

Main Results:

• Notable achievements in educating for collaborative practice were identified.
• Key areas for further consideration include shared terminology and purpose.
• Responsibility for change and ongoing inclusivity require exploration.

Conclusions:

• The literature review generated questions for enhancing collaborative practice education.
• Embracing unanswered questions fosters communication, initiative, and diversity.
• Future research should explore collective identity in patient-centered collaborative settings.