Taking stock of interprofessional learning in Australia

Changes in health service delivery and issues of quality of care and safety are driving interprofessional practice, and interprofessional learning (IPL) is now a requirement for medical school accreditation. There is international agreement that learning outcomes frameworks are required for the obje...

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Bibliographic Details
Published in:Medical journal of Australia 2012-06, Vol.196 (11), p.707-707
Main Authors: Greenstock, Louise N, Brooks, Peter M, Webb, Gillian R, Moran, Monica C
Format: Article
Language:English
Subjects:
Australia
Curriculum
Education
Education, Medical - methods
Humans
Interprofessional Relations
Models, Educational
Patient Care Team
Program Development
Terminology as Topic
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Summary:Changes in health service delivery and issues of quality of care and safety are driving interprofessional practice, and interprofessional learning (IPL) is now a requirement for medical school accreditation. There is international agreement that learning outcomes frameworks are required for the objectives of IPL to be fully realised, but there is debate about the most appropriate terminology. Interprofessional skills can be gained in several ways — from formal educational frameworks, at pre‐ and post‐registration levels to work‐based training. Research activity suggests that many consider that IPL delivers much‐needed skills to health professionals, but some systematic reviews show that evidence of a link to patient outcomes is lacking. Australian efforts to develop an evidence base to support IPL have progressed, with new research drawing on recommendations of experts in the area. The focus has now shifted to curriculum development. The extent to which IPL is rolled out in Australian universities will depend on engagement and endorsement from curriculum managers and the broader faculty.
ISSN:0025-729X
1326-5377
DOI:10.5694/mja11.10919