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Educating for Collaboration Beyond IPE

Date: 17 Sep 2022, Saturday | Time: 1005 - 1305 | Track Type: Main Conference Workshop | Format: Face-to-face | Venue: Procedural Skills Lab, Academia

Speakers: Assoc Prof Kevin Tan, Ms Gormit Kaur, Dr Jai Prashanth Rao, Assoc Prof Ong Hwee Kuan, Assoc Prof Tan Choon Kiat Nigel, Asst Prof Foo Yang Yann & Ms Catherine Poey Hui Xin

Please note that this workshop is in high demand and is currently oversubscribed. All new registrants will be placed on a waiting list and will be notified by 9 September should there be available spots. Kindly accept our apologies that you will not be able to attend the workshop in the event you do not hear from us

Healthcare professionals need to understand teams, teamwork, and education for collaboration, in order to: (1) consider the concepts that reflect interprofessional practice; (2) select evidence that supports the plans they are making; and (3) interpret what research tells them about clinicians and how they can work effectively together within the healthcare system.

Interprofessional Education (IPE) is an increasingly popular education model that aims to educate healthcare professionals to be better collaborators by enabling them to learn with, from and about each other, in order to deliver improved team-based collaborative patient care. However, historical “waves” of IPE have fallen short of meeting this goal. IPE alone is a necessary but insufficient solution for system change. We must look “beyond the lamppost” (Paradis and Whitehead 2018) and embrace an education for collaboration model that is more rigorously supported by evidence that addresses workplace system and structures. The most efficacious models will combine undergraduate and uniprofessional education for collaboration with practice-based interventions.


Learning Outcome(s):

By the end of the workshop, participants will be able to:

  • Understand the history and context of IPE in global perspective
  • Explain the key conceptual frameworks and misunderstood assumptions used when discussing interprofessionality and education for collaboration
  • Explain why IPE may not automatically lead to Interprofessional Collaborative Practice (IPCP)
  • Identify how implementation of IPCP may be influenced by factors such as power, hierarchy, trust, systems and structures
  • Apply conceptual frameworks in the design of a research study for interprofessional education and collaborative practice


Target Audience:

Healthcare professionals and health professions educators who are interested in designing interprofessional educational activities or develop and implement interprofessional clinical programmes whose members practice collaboratively. Those who are skeptical about how most IPE is conducted at present are particularly welcome.

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