Action, Reflection, and Evolution: A Pilot Implementation of Interprofessional Education across Three Rehabilitation Disciplines

Teresa Paslawski, Renate Kahlke, Tara Hatch, Mark Hall, Lu-Anne McFarlane, Barbara Norton, Elizabeth Taylor, Sharla King


Background: Interprofessional collaboration (IPC) is accepted as standard practice in healthcare. Because of this expectation, there is an increased need for growth in interprofessional education (IPE). Despite this need, the scholarship of IPE is limited. To better understand the challenges of IPE and improve on future endeavours, this article describes an IPE collaboration that was less successful, and the conclusions drawn from team reflection regarding IPE. We report on the challenges and the lessons learned.

Methods and Findings: After one year of an IPE pilot project, the research team conducted a reflection exercise involving three iterations: 1) initial group meeting to discuss reflection questions, 2) individual review of meeting notes, 3) subsequent group meeting to confirm accuracy of the data. The confirmed data were then analyzed using thematic analysis.

Conclusions: The key themes that emerged regarding the limited success of the pilot were focused on communication—between members of the research team, with the students, and with other faculty impacted by the pilot. Recommendations regarding improvements to facilitate future IPE initiatives are discussed. The summary conclusion of our exercise acknowledged that as IP educators we must remain vigilant to demonstrate IPC in the same manner as we teach it.


Interprofessional education (IPE); Interprofessional collaboration (IPC); Reflection

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