Interprofessional learning in medical education in New Zealand.
This article considers interprofessional learning initiatives in the context of undergraduate and postgraduate education and the continuing professional development of doctors and other health professionals. The evidence for and challenges to delivering interprofessional education are discussed along with current interprofessional education initiatives in Aotearoa/New Zealand and Australia. Many opportunities exist for health professionals to work together more effectively. We all want the best outcomes for our patients and good working relationships, but often we work and learn in professional silos. This paper explores the policy drivers for interprofessional learning (IPL), provides evidence for what works, identifies some of the challenges and shares examples of how health professionals in New Zealand are implementing IPL initiatives: aimed at improving health outcomes and facilitating well-functioning workplaces for all members of the health care team.
McKimm
Judy
J
Health and Social Practice, Faculty of Social and Health Sciences, Unitec New Zealand, Waitakere Campus, 5 Ratanui St, Henderson, Private Bag 92995, New Zealand. jmckimm@unitec.ac.nz
Sheehan
Dale
D
Poole
Phillippa
P
Barrow
Mark
M
Dockerty
John
J
Wilkinson
Tim J
TJ
Wearn
Andy
A
D001315:Australia; D002983:Clinical Competence; D003299:Cooperative Behavior; D019033:Delivery of Health Care, Integrated / Q000458:organization & administration; D004502:Education, Medical, Continuing / Q000458:organization & administration*; D055317:Evidence-Based Practice / Q000193:education / Q000458:organization & administration; D005194:Family Practice / Q000458:organization & administration; D007722:Health Knowledge, Attitudes, Practice; D009520:New Zealand; D010348:Patient Care Team / Q000458:organization & administration; D017009:Professional Autonomy