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Reflecting on this editorial, I think I am possibly making myself redundant as the associate professor for interprofessional learning (IPE). However, as a clinician and an academic I have a duty of care to truthfully present evidence, and eradicate and change practice that is based on personal values and preferences. Most papers written about IPE and practice can be traced to researchers who have a personal or professional bias to promote IPE, for example, are employed to teach IPE and/or to promote it within their own professional fields.
As a champion of IPE, 2017 was a challenging year in which I had to convince nursing and allied health professional’s academics to sign up to the principles of collaborative learning and teaching. A systematic review exploring students’ experiences of IPE found tensions between student groups were exacerbated by academic attitudes and those conversations created hierarchies in relation to a student’s ‘pecking order’ within the healthcare team.1
While IPE is supported in theory, it is rarely implemented in professional practice and this could be why it is difficult to implement within academic institutions. The literature is thwart with challenges and successes with new evidence emerging from countries just adopting IPE, for example, Impact …
Competing interests None declared.
Provenance and peer review Commissioned; internally peer reviewed.
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