How to think about interprofessional competence: a metacognitive model.

Different professions meet and work together in teams every day in health and social care. To identify and deliver the best quality of care for the patient, teamwork should be both professionally and interprofessionally competent. How can enhanced education prepare teamworkers to be both professionally and interprofessionally competent? To achieve interprofessional skills and design effective interprofessional curricula, there is a need for metacognitive frameworks focusing on the relationship between theories and the problem-solving process as well as the structure and content of professional competence.

Preparation for becoming members of health care teams: findings from a 5-year evaluation of a student interprofessional training ward.

Setting: An orthopaedic interprofessional training ward manned by students at a University Hospital.

Objective: To assess to what extent students from different undergraduate programmes evaluated the effects of a 2-week rotation at the ward on their professional roles and the value of teamwork within health care.

Method: A questionnaire was filled in by 841 students by the end of a 2-week rotation at the ward over 5 years.

Twenty years experiences of interprofessional education in Linkoping--ground-breaking and sustainable.

A pioneering and ground-breaking effort to organize interprofessional education (IPE) was initiated in 1986 at the Faculty of Health Sciences at Linkoping University in Sweden. The so-called "Linkoping IPE model" has now yielded practical experience and development of curricula for over 20 years. The basic idea of this model is that it is favorable for the development of students' own professional identity to meet other health and social professions already into their undergraduate studies.