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See Latest ArticlesInterprofessional education in academic family medicine teaching units: A functional program and culture
Canadian Family Physician, 09/18/09
Price D et al. – This article describes and evaluates an interprofessional training program. Formal clinical learning opportunities are based on purposeful pairing of learners and teachers (eg, interprofessional patient encounters, shadowing, case consultations, and group learning sessions). Informal teaching opportunities, such as quick consultations on patient care in team rooms, and logistic factors, such as electronic records and physical layout of the clinics, are also important. Although the setting described is different from community family practices that are beginning to engage in interprofessional care, there are several elements to success that can be extrapolated, including providing opportunities for face–to–face interactions among professions; having deliberate communication mechanisms; including all professions in planning, implementation, and evaluation of activities and initiatives; and ensuring there are opportunities to create understanding of the roles of the various professionals.
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