This volume presents a systematic review of interprofessional
education in health and social care. This is accompanied by a
wider-ranging critique of interprofessional education, grounded by
experience, and informed by sources beyond the evaluations that
qualified for inclusion in the review. Synthesising the evidence
base for interprofessional education nevertheless remains central,
with 353 studies surveyed in the first instance, from which 107
studies form the basis for the final analysis.
The book does much more than amass evidence. It revisits
conventional wisdom; setting an agenda to help interested parties
perform better by applying lessons learned, remedying weaknesses
and renewing efforts to address unanswered questions. The first
three chapters set the scene for the systematic review and its
findings. The middle section of the book articulates the findings
of the review. Finally, the closing chapters consider values and
attitudes, theoretical perspectives and offer conclusions.
Arguments, assumptions and evidence in this publication are
presented to inform policy making, programme planning, teaching and
research.
Table of Content
Contributors.
The Series.
Foreword by Dr Gerard Majoor.
Foreword by Professor Madeline Schmitt.
Preface.
Acknowledgements.
Glossary.
Rising to the challenge.
Learning to work under pressure.
Capturing interprofessional education in essence.
Reviewing the evidence base.
Distinguishing between domains.
Relating outcomes to foci.
Approaching learning and teaching.
Reconciling values.
Thinking theory.
Drawing the threads together.
List of Boxes.
List of Figures.
List of Tables.
Appendices.
References.
Index
About the author
Hugh Barr and Ivan Koppel, both University of Westminster, School
of Integrated Health, London, UK
Scott Reeves, Faculty of Medicine, University of Toronto,
Ontario, Canada
Marilyn Hammick, Oxford Brookes University, Oxford, UK
Della Freeth, City University, London, UK
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