Interprofessional education: An overview of key developments in the past three decades

Article type: Research Article

Authors: Reeves, Scott^{; ; ;} | Tassone, Maria^{; ;} | Parker, Katherine^; | Wagner, Susan J.^{; ;} | Simmons, Brian^;

Affiliations: Centre for Faculty Development, Li Ka Shing Knowledge Institute of St. Michael's Hospital, Toronto, ON, Canada | Wilson Centre, University Health Network, Toronto, ON, Canada | Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada | Department of Psychiatry, University of Toronto, Toronto, ON, Canada | Interprofessional Education and Collaboration, University Health Network, Toronto, ON, Canada | Department of Physical Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada | Hospital for Sick Children & Department of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada | Curriculum & Placements, Centre for Interprofessional Education, University of Toronto, Toronto, ON, Canada | Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada | Sunnybrook Health Science Centre, Toronto, ON, Canada | Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada | Center for Innovation in Interprofessional Healthcare Education, University of California, San Francisco, CA, USA

Note: [] Address for correspondence: Scott Reeves, Centre for Innovation in Interprofessional Healthcare Education, University of California, San Francisco, 500 Pamassus Avenue, San Francisco, CA 94143, USA. E-mail: scott.reeves@ucsf.edu

Abstract: Objective: This paper provides an overview of key developments of interprofessional education (IPE) in relation to its evolution over the past 30 years. Methods: A narrative review of the salient IPE literature was undertaken to generate key source materials for this paper. Results: Results are presented in four sections that focus on describing and discussing: the emergence of IPE, different learning/teaching approaches; the evidence base for IPE; organizational elements. In addition, to help illustrate these developments, we offer a case example of the work currently being undertaken at our own institution, with a focus on how various IPE developments have been integrated into our organizational priorities. Conclusions: Based on the results presented, a series of key conclusions for the future development and implications of IPE are outlined.

Keywords: Interprofessional education, interprofessional collaboration, curriculum development, faculty development

DOI: 10.3233/WOR-2012-1298

Journal: Work, vol. 41, no. 3, pp. 233-245, 2012