The book provides a critical exploration of the theory and practice
related to teacher preparation for interprofessional learning. It
makes an important contribution to the emerging evidence base
through an in-depth exploration of the processes involved in
teaching complex diverse groups, facilitator preparation,
curriculum development and inter-institutional collaboration.
Research-based evidence from the Promoting Interprofessional
Education (PIPE) project helps teachers to further understand their
own practice and build their own theories of teaching
interprofessional learning. The enlightening analysis is vital
reading for all health and social care professionals (including
allied health professionals) involved in formal learning and
workplace education. Healthcare education policy makers and shapers
will also find it invaluable.
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