A framework for interprofessional learning and clinical education. Australian Capital Territory Department of Health - Inter-Professional Learning Project. Provides background information on inter-professional learning (IPL); a statement of principles about IPL; specifications of IPLs purpose and importance; a model of four areas for IPL attention; a stakeholder analysis; and implementation strategies (goals, methods, barriers, change management). Also includes selected references and related websites.

Bibliography on Interdisciplinary Education. National Academies of Practice. A comprehensive annotated bibliography covering the published literature from January 2000 through November 2005. Includes over 100 key references and abstracts.

Center for the Health Sciences Interprofessional Education. University of Washington. The Center strives to promote the health of individuals and the public by advancing interprofessional collaboration. It does so by (1) promoting curriculum and clinical innovations in interprofessional education across the health sciences and information schools; (2) providing the infrastructure for catalyzing interprofessional health professions training initiatives and faculty development; and (3) conducting evaluative research regarding the impact of health professions interprofessional innovations on students, faculty, providers and the health of the public.

Centre for the Advancement of Interprofessional Education. . The Centre for the Advancement of Interprofessional Education (CAIPE) promotes and develops interprofessional education as a way to improve collaboration between practitioners and organisations engaged in public services. It is an authoritative national and international resource for interprofessional education.

Creating a culture of interdisciplinary collaborative professional practice. Orchard, C.A., Curran, V., & Kabene, S.. Describes a client-centered collaborative professional practice model as a means for fostering and facilitating true interdisciplinary practice. Med Educ Online, 10:11, 2005.

Developing Health Care Teams. University of Minnesota Academic Health Center. A Report by the University of Minnesota Academic Health Center Task Force on Interdisciplinary Health Team Development in response to the need for a well-articulated approach to interdisciplinary health sciences education. Covers the need for health care teams, the competencies of a health care team, examples of health care teams, barriers and supporting forces, implications for academic curricula and implementation, including recommendations necessary for the training of professionals able to work effectively in health care teams.

Educating Health Professionals in Teams: Current Reality, Barriers, and Related Actions. Institute of Medicine. Explores the existing evidence-base related to the education of health professionals in interdisciplinary teams, the educational and regulatory barriers to incorporating interdisciplinary teams in the academic and continuing education settings, proposed actions to overcome these barriers, and model schools or educational programs using interdisciplinary teams.

European Interprofessional Education Network. . The European Interprofessional Education Network maintains a sustainable and inclusive network of people and organisations in partner countries to share and develop effective interprofessional vocational training curricula, methods and materials for improving collaborative practice and multi agency working in health and social care.

Fostering interdisciplinary education for pharmacy students in a rural health care setting. Duerst, B., Boh, L., Rosowski, P., Elvers, L., Geurkink, E., & Hanson, J.. Discusses the process of development, implementation, and evaluation of a two-week, interdisciplinary, rural health immersion program, the Summer Institute. American Journal of Pharmaceutical Education, 61, 371-374, 1997.

Inter-Professional Education Bibliography. University of Southampton - Health Care Innovation Unit. A comprehensive bibliography of inter-professional education references, including journal articles, books, reports and conference proceedings. Last update in December 2003.

Inter-professional learning and clinical education. Australian Capital Territory Department of Health - Inter-Professional Learning Project. Summarizes the outcomes of the Report on Inter-Professional Learning Workshop held on Thursday, 24 November, 2005. Includes key points evolving out of the reference group meeting and workshop, and participant group responses to two key questions: What would inter-professional learning feel like? What can we do to achieve this?

Inter-professional learning and clinical education: an overview of the literature. Australian Capital Territory Department of Health - Inter-Professional Learning Project. A comprehensive literature review outlining key themes in inter-professional learning. Covers the value, governance and context of inter-professional learning, inter-professional practice, inter-professional relations, and clinical education.

Interdisciplinary Collaboration: Old Ideas with New Urgency. Mitchell, P.H. & Crittenden, R.A.. Health professional students should engage in a variety of educational experiences that lead them to appreciate and value the interdisciplinary teamwork needed in the current and future environment.

Interdisciplinary education and teamwork: a long and winding road. Hall, P & Weaver, L. Interdisciplinary health care teams work together, collaborate and communicate closely to optimize patient care. Education on how to function within a team is essential if the endeavour is to succeed.

Interdisciplinary Education for Collaborative, Patient-Centered Practice: Research and Findings Report. Oandasan, I., D'Amour, D., Zwarenstein, M., & Barker K.. A comprehensive (300+ page) monograph covering the Context of Interdisciplinary Education and Practice (IDE/P); Effectiveness of Interdisciplinary Education; the Conceptual Basis for Interdisciplinary Practice; Key Elements of Interdisciplinary Education; Examples of IDE/P; Cultural Considerations in IDE/P; Health Policy and IDE/P; and Implementing IDE/P. Includes a 500+ reference bibliography.

Interdisciplinary Teaching Redux: The Interdisciplinary Case Conference. Feldman, E.L.. Using a case example, describes the essential criteria for a problem-solving, interdisciplinary team approach to health sciences teaching and learning. From Contexts Vol.7, No.2, December 1998.

Interprofessional education and collaboration: Theoretical challenges, practical solutions. Gilbert, J., Bainbridge, L.. Structural changes need to be made within universities such that interprofessional education and collaboration (IPE/C) becomes a responsibility that crosses faculty jurisdictions. In communities, the patient or client is the centre of professional attention requiring care that goes beyond the skill and scope of any one profession. Notions about collaboration inform and drive IPE/C and should lead to testable hypotheses that lend credence and acceptability to the IPE/C process. Multiprofessional education does not replace but complements the part of a curriculum concerned essentially with one particular profession.

Interprofessional Education for Collaborative, Patient-Centered Practice. Gilbert, J.H.V.. Defines and established the need for interprofessional education, outlines the challenges needed to transform health sciences education and describes possible approaches for changing practices. From Nursing Leadership, 18(2): 32-38, 2005.

Interprofessional Health Care Education: Recommendations of The National Academies of Practice Expert Panel on Health Care in the 21st Century. National Academies of Practice. Summary of the recommendations on interprofessional health care education evolving from the April 2000 National Academies of Practice Consensus Conference. The intent was to define relevant interdisciplinary health issues (education, practice, research) and initiate collaboration with other groups to promote national acceptance of interdisciplinary health care.

Multidisciplinary teamworking. Beyond the barriers? A review of the issues. Wilson V., & Pirrie, A.. A short report that addresses five key questions: What is multidisciplinary teamworking?; What are the drivers of change?; What encourages multidisciplinary teamworking?; What inhibits multidisciplinary teamworking?; and What are the implications for Scottish education? Includes a comprehensive set of references and a description of the literature selection methodology.

National Academies of Practice. . The National Academies of Practice (NAP) is an organization of practice-oriented health professionals from ten disciplines: dentistry, medicine, nursing, optometry, osteopathic medicine, pharmacy, podiatric medicine, psychology, social work, and veterinary medicine. The NAP mission is to improve health care quality through interdisciplinary care by promoting education, research, and public policy.

The Case for Interdisciplinary Collaboration. Mariano, C. How can we educate practitioners in the skills of working collaboratively with other practitioners? What is an interdisciplinary team? What are the skills and theoretical knowledge that facilitate interdisciplinary? Does interdisciplinary challenge the norms and values of the practitioner's profession? Are there institutional facilitators and barriers to the practice of interdisciplinary? This article addresses these questions from three perspectives: theoretical understanding, interpersonal team issues, and institutional variables. From Nursing Outlook, Nov/Dec 1989

The determinants of successful collaboration: A review of theoretical and empirical studies. San Martin-Rodriguez, L, Beaulieu, M., DAmour, D., & Ferrada-Videla, M.. A review of the literature identifying the determinants of successful collaboration in health care teams, including the interpersonal, organizational, and environment elements. Journal of Interprofessional Care, (May 2005) Supplement 1: 132-147.

Working Together - Learning Together. A Framework for Lifelong Learning for the NHS. National Health Service - Department of Health. Health services personnel work and learn together every day, but the value and application of this learning to improvements in patient care is not always recognised, or as systematic as it could be. This report sets out a comprehensive strategy for lifelong learning as a central element supporting future workforce development - a workforce focused on delivering patient-centred care and the service improvements