查看文章

In recent years countries such as the United States of America, Canada and the United Kingdom have progressively developed interprofessional education (IPE) as a means of improving interprofessional practice (IPP) and the quality of health care1. This has been manifest in education and training policy initiatives and substantial long-term government funding commitments to facilitate interprofessional curriculum development2-5. For example, in the UK the ‘New NHS’is based on partnership, cooperation and integrated care2, with reforms overtly supported by government policy and with firm commitment from the Prime Minister6. Interprofessional education and IPP are regarded as practical necessities in response to pressures for greater efficiency and