Within health, it is widely acknowledged that a collaborative, team-oriented approach to care is required to ensure patient safety and quality of service delivery. A pre-qualification interprofessional learning experience should provide an ideal opportunity for students to gain the necessary knowledge, skills and attitudes to enable them to work as part of a patient-centred interprofessional te...

BACKGROUND The debriefing phase is an important feature of simulation activities for learning. This study applies a sociomaterial perspective on debriefing in interprofessional simulation with medical and nursing students. Sociomaterial perspectives are increasingly being used in order to understand professional practice and learning in new ways, conceptualising professional practice as being e...

BACKGROUND Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning princ...

Introduction: Wikis are multiuser platforms that have been used with positive results for learning in higher education. As knowledge artefacts they include both semiotic and material aspects that could potentially be realized through collaborative learning and the assessment of interprofessional and problem based learning using portfolios. Purpose: The aim of the present study is to investigate...

Ahluwalia, S., Clarke, R., & Brennan, M. (2005). Transforming learning: The challenge of interprofessional education. Hospital Medicine, 66(4), 236-236-238. This article discusses the ways in which interprofessional education (IPE) is supported by educational theory and summarizes the increasing evidence for its effectiveness in transforming health-care organizations, leading to increased staff...

OBJECTIVE The purpose of this study was to investigate attitudes toward interprofessional learning among first year medical, nursing, and physician associate students at an American university at the start of their training. METHODS First year medical (n=101), nursing (n=81), and physician associate (n=35) students were invited to complete an anonymous online survey which included items relat...