B4 - Inter-professional education: Transforming outcomes for the 21st century


Organised by FIPEd in collaboration with the FIP Academic Pharmacy Section, the FIP Community Pharmacy Section, the FIP Hospital Pharmacy Section, IPSF and the FIP Young Pharmacists Group


Jill Boone (James L. Winkle College of Pharmacy, University of Cincinnati, USA) and James White (International Pharmaceutical Students Federation, Australia)


Innovative tools to educate our students for a contemporary health system are needed. Both the teaching techniques and the student participants impact the educational outcomes of health professionals. Traditional education is often lecture based and focused on a single discipline. This approach is known for its limitations. It results in students being passive and they only study course content most likely to be assessed by memorising theory without insight. This surface learning only allows knowledge retention for a short time, which limits the integration of curriculum content as a whole. Unfortunately, these methods also do not develop any graduate attributes or employability skills which are needed in an inter-professional working environment. Inter-professional team-based learning (TBL) addresses many of these limitations. Inter-professional education (IPE) is imperative to enhance a collaborative practice care model throughout the world. Successful, progressive programmes have evolved to engage students and practitioners into TBL environments where two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. TBL strategies allow for deeper learning of course content and holistic understanding of the theory in order to apply these theoretical principles in practice. From these active involvements, students have the opportunity to develop and improve certain essential generic skills such as working with others in a team, proper communication with fellow students, problem-solving, interpersonal communication, lifelong learning and adaptability skills. These are essential competencies needed by all healthcare professionals.

It is thus of the utmost importance that pharmacy schools and colleges use IPE to change the model of practice in the 21st century.


  1. IPE today and tomorrow — An overview of where IPE is
    Jill Boone (University of Cincinnati, USA)
  1. Team-based learning
    Mariet Eksteen (Pharmaceutical Society of South Africa, South Africa)
  1. Successful model of student IPE: Inter-professional Team Healthcare Competition — Challenging skills and developing teams
    Timothy Chen (The University of Sydney, Australia)
  1. Activity: Identify possible barriers for the implementation of active learning strategies in IPE
  2. Models of practitioner engagement creating inter-professional awareness and enhancing collaboration in the 21st century
    Tiffiny Diers (University of Cincinnati, USA)
  1. Activity: Small groups of participants exchange experiences and react to the information presented in order to take IPE forward

Learning Objectives

At the end of this session, participants will be able to:

  1. Describe the importance and status of inter-professional education throughout the world;
  2. Identify different cooperative educational teaching strategies suitable for IPE;
  3. Outline solutions to overcome barriers for IPE implementation;
  4. Identify best practices for enhancing IPE within each participant’s practice/country.

Type of session: Knowledge-based