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The book provides a critical exploration of the theory and practice related to teacher preparation for interprofessional learning. It makes an important contribution to the emerging evidence base through an in-depth exploration of the processes involved in teaching complex diverse groups, facilitator preparation, curriculum development and inter-institutional collaboration. Research-based evidence from the Promoting Interprofessional Education (PIPE) project helps teachers to further understand their own practice and build their own theories of teaching interprofessional learning. The enlightening analysis is vital reading for all health and social care professionals (including allied health professionals) involved in formal learning and workplace education. Healthcare education policy makers and shapers will also find it invaluable.
Consultant and Honorary Fellow, University of Reading; Specialist Nurse and Director, Member, CAIPE Board of Directors
Perspectives of interprofessional learning and teaching. A learning and teaching framework for interprofessional learning. Interprofessional facilitation skills and knowledge: evidence from the Delphi research survey. Embedding IPL in postgraduate programmes of learning and teaching. Preparing facilitators for Interprofessional learning. Curriculum development for interprofessional learning. Collaboration: beyond champions. Through the PIPE.
"A much-needed examination of the role and responsibilities of teachers to enable effective interprofessional education, underpinned through research" JOURNAL OF INTERPROFESSIONAL CARE
