Learning and Teaching in Clinical Settings: Expert Commentary from an Interprofessional Perspective

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Interprofessional learning is “… when two or more professions learn with, from and about each other to improve collaboration and quality of care...” (CAIPE 2002, p 2). Interprofessional learning in the context of clinical settings is aimed at ensuring health professional teams demonstrate effective interprofessional collaborative practice. Interprofessional collaborative practice is when “healthcare workers from different professional backgrounds work together with patients, carers, families and communities to deliver the highest quality of care (WHO 2010, p 13). Inherent in this definition is a common purpose, commitment and mutual respect” (L-TIPP 2009, p iv).

This chapter provides commentary on interprofessional learning (IPL) in the context of interprofessional collaborative practice (IPCP). It focuses on the IPL that takes place in clinical settings across the continuum of healthcare and social care education. Key terminology is described along with the historical and political drivers for interprofessional practice and IPL. The characteristics, benefits, and challenges of introducing IPL into complex clinical environments are explored using a range of evidence-based IPL initiatives. An Implementation framework and education design model are introduced as a practical way to support interprofessional teams wanting to establish IPL in their own clinical education contexts.
Original languageEnglish
Title of host publicationClinical Education in the Health Professions
Subtitle of host publicationTheory and Practice
EditorsDebra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough
Place of PublicationSingapore
Number of pages21
ISBN (Electronic)9789811361067
Publication statusPublished - 2022

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