Interprofessional education (IPE) has been advocated in a number of policy documents for nearly 30 years as the main route to enhancing collaboration. Consequently, there has been a steady growth in IPE activity in this country and abroad. Despite this expansion, literature reveals that the planning and delivery of IPE remains a localized and rather haphazard affair with little understanding of the factors that influence its development or implementation. This article examines some of the key factors (conceptual, operational, educational and evaluative) that underpin the design and delivery of successful IPE and also presents a series of ideas to assist practitioners' work in this area.
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Reeves et al. (2003) studied this question.
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