The journal adopts the CAIPE definition of Interprofessional Education as “occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care” (CAIPE, 1997 revised). Occasions for this kind of interactions among professionals include but are not limited to professional contacts within and between specific health or educational agencies, and community contexts. Interactions among professionals from the same profession are also within the scope of the journal when their analysis contributes to understanding and/or providing the evidence for the processes involved in interprofessional practice and education (IPE).
The journal supports IPE knowledge development through sound methodology and experimentation. A central premise of the journal is that there can be no sound experiment without adequate data, and no adequate data without sound theories to guide their collection. In turn IPE theories should aim at explaining how IPE works based on testable assertions and hypotheses.
The mainstay of the journal is:
1) To improve understanding of the processes involved in IPE and how they are linked to specific outcomes defined at the level of the patient, the family, the health care team, the health care organization, and the community level;
2) To stimulate the development of the evidence related to these processes;
3) To facilitate knowledge exchange between those who fund and conduct research, and those who use and apply research in practice and policy settings.