Taking stock of interprofessional learning in Australia

Louise N. Greenstock, Peter M. Brooks, Gillian R. Webb, Monica C. Moran

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

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 postregistration 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.

Original languageEnglish
JournalMedical Journal of Australia
Volume196
Issue number11
DOIs
Publication statusPublished - Jun 2012
Externally publishedYes

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Learning
Curriculum
Accreditation
Quality of Health Care
Medical Schools
Research
Terminology
Health Services
Safety
Health

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Greenstock, Louise N. ; Brooks, Peter M. ; Webb, Gillian R. ; Moran, Monica C. / Taking stock of interprofessional learning in Australia. In: Medical Journal of Australia. 2012 ; Vol. 196, No. 11.
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Taking stock of interprofessional learning in Australia. / Greenstock, Louise N.; Brooks, Peter M.; Webb, Gillian R.; Moran, Monica C.

In: Medical Journal of Australia, Vol. 196, No. 11, 06.2012.

Research output: Contribution to journalArticle

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