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Taking stock of interprofessional learning in Australia
Author(s) -
Greenstock Louise N,
Brooks Peter M,
Webb Gillian R,
Moran Monica C
Publication year - 2012
Publication title -
medical journal of australia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.904
H-Index - 131
eISSN - 1326-5377
pISSN - 0025-729X
DOI - 10.5694/mja11.10919
Subject(s) - accreditation , curriculum , terminology , medical education , health care , psychology , medicine , pedagogy , political science , linguistics , philosophy , law
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.