Introduction: The Nursing and Midwifery Council (NMC), the General Medical Council (GMC), and the Health and Care Professions Council (HCPC) all stipulate within their standards of education the requirement for students to be trained and prepared to work collaboratively within multidisciplinary teams. Despite this, the integration of meaningful Interprofessional Education (IPE) remains a significant challenge within the higher education sector. Barriers to success have been cited as a lack of skills and experience, staff commitment, logistics of collaboration, organisation, and sustainability 1-3. In November 2023 and March 2024, a total of 650 undergraduate students from various healthcare disciplines actively engaged in an extensive IPE initiative. The participants included those studying medicine, physician associate, midwifery, nursing, nutrition, counselling 28:243–277. 2. Lawlis TR, Anson J, Greenfield D. Barriers and enablers that influence sustainable interprofessional education: a literature review. Journal of Interprofessional Care. 2014;28(4):305e310. 3. O’Keefe M, Henderson A, Chick R. Defining a set of common interprofessional learning competencies for health profession students. Medical Teacher. 2017;39(5):463–468.
Miller et al. (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: