CLINICAL T EACHING MADE EASY 580 British Journal of Hospital Medicine, October 2010, Vol 71, No 10 T his article provides an introduction to interprofessional learning in relation to medical and health professionals’ education. It defines key terms, sets out the policy drivers and provides examples of how interprofessional learning can be implemented in clinical teaching situa- tions. It also considers some of the chal- lenges and barriers to implementing inter- professional learning. Definitions Health care is commonly delivered by groups of professionals rather than single professionals. From the patient’s perspec- tive, the more closely professions commu- nicate and work together, the more seam- less and effective health provision will be. Evidence is growing that if professionals also learn together in an active and struc- tured way, then they are more likely to work collaboratively in practice. Figure 1 explains some of the terms used to describe interactions between the different profes- sions within a learning context. Context As early as 1998, the World Health Organization highlighted that if health professionals learned together, and learned to collaborate as students, they would be more likely to work together effectively in clinical or work-based teams. The international trend continues. In 2010, a widely researched and con- sulted framework was produced by the World Health Organization fully endors- ing interprofessional education to sup- port collaborative clinical practice (World Health Organization, 2010). The frame- work suggests that safe, effective health care relies on developing a collaborative, practice-ready workforce. There is overwhelming evidence that a failure of health and social care profession- als to work together and communicate with each other can have tragic conse- quences for individuals (Laming Report, 2003; Quinney, 2006). Despite the lack of robust ‘evidence’ that interprofessional learning contributes to more effective col- laborative practice and improved patient and client outcomes, there are clear policy drivers from governments to encourage collaborative practice and partnership working. Drivers for interprofessional learning The main driver behind the development and implementation of interprofessional learning is to help improve health and social care services. This was in the wake of shifting service delivery patterns (includ- ing more care in the community, shorter inpatient stays and changes in professional roles) and a response to some high profile cases in which vulnerable people (often children and young people) ‘fell through the net’ (Colwell Report, 1974; Laming Report, 2003). Interprofessional learning helps to pro- mote a more positive attitude between health-care professionals, to assist with the successful implementation of new policies and guidelines across disciplines and departments, and to improve communica- tion and the environment in which health- care professionals operate. Faresjo (2006) also suggests that economic drivers also support collaboration and partnership working, particularly in areas where health-care resources are scarce, comment- ing that ‘in such cases, it is essential that health and social professionals work together in order to supply sufficient care within available resources’. Interprofessional learning Well-functioning multiprofessional teams are key to delivering effective and safe health care. Clinical teachers need to be able to provide opportunities for learners from different health professions to work collaboratively and learn about and from one another. Professor Judy McKimm is Associate Professor and Pro Dean, Health and Social Practice, Unitec, New Zealand, Visiting Professor in Medical Education at the University of Bedfordshire and Honorary Professor in Medical Education, Swansea University, and Ms Dulcie-Jane Brake is Academic Literacy Adviser, Faculty of Social and Health Sciences, Unitec, New Zealand and Honorary Tutor in Clinical Education at the Centre for Medical and Health Sciences Education, University of Auckland Correspondence to: Professor J McKimm Interprofessional education is defined by the Centre for Advancement of Interprofessional Education (2006) as occurring ‘when two or more professions learn with, from and about each other to improve collaboration and the quality of care … and includes all such learning in academic and work-based settings before and after qualification, adopting an inclusive view of ”professional”.’ Interprofessional learning is a term often used interchangeably with interprofessional education. Both involved active engagement of learners from different professions learning together. The learning is based on an exchange of knowledge, understanding, attitudes or skills with an explicit aim of improving collaboration and health-care outcomes (Freeth, 2007) Multiprofessional education, sometimes called shared learning or common learning, is where one or more students or professionals learn alongside one another. The learning may be around acquisition of a clinical skill or knowledge, learners may occupy the same physical space and use the same learning materials Uni-professional learning: in which students learn together as a single group, e.g. nurses, doctors, dentists, midwives, allied health professionals or social workers, and do not learn with or alongside other professional groups Teamworking: ‘a considered action carried out by two or more individuals jointly, concurrently or sequentially. It implies common agreed goals, clear awareness of and respect for others’ roles and functions.’ (Boyd and Horne, 2008) Collaboration: ‘an interprofessional process of communication and decision-making that enables the separate and shared knowledge and skills of healthcare providers to synergistically influence the ways client/patient care and broader community health services are provided’ (Way et al, 2002). Figure 1. Definitions used to describe the interaction between the different professions BJHM_580_583_CTME_Learning.indd 580 01/10/2010 16:14