The utility of an interprofessional education framework and its impacts upon perceived readiness of graduates for collaborative practice. A multimethod evaluation using the context, input, process, product (CIPP) model.

Background: Frameworks in higher education can support strategic curriculum change in complex systems. The impact of these frameworks in achieving their stated purpose is less known. An interprofessional education (IPE) framework and related multi-activity curriculum designed to develop health profession graduates with the requisite skills for collaborative care, was introduced in a large university, across eleven health professions.

Realist review of interprofessional education for health care students: What works for whom and why.

Interprofessional education (IPE) programs, are complex, logistically challenging, and can be expensive to deliver, but these matters are offset by the perceived benefits of IPE. There is little clarity regarding how IPE contributes to the desirable development of collaborative practitioners. To guide educators in the design of IPE programs there is a need to understand the elements that promote optimal learning.

Creating a Collaborative Care Curriculum Framework.

Background: A faculty-wide approach to curriculum design is required to ensure students within all health professional courses are provided with relevant interprofessional education opportunities across their course of study. Within the Faculty of Medicine, Nursing and Health Sciences at Monash University, Australia, a Collaborative Care Curriculum Framework was developed to detail the learning outcomes for collaborative care for pre-registration students.

Methods: A six-stage process was undertaken.