Early or late? Addressing the question of optimal timing for preregistration IPE through development of a three-phase curriculum.

Abstract

Controversy continues over the most appropriate timing for interprofessional learning activities in pre-registration health professional curricula. Some argue that interprofessional learning outcomes cannot be met until students have a sense of professional identity in their own professions, while others contend that, in order to be effective, interprofessional learning must occur before students have been acculturated to the tribal perspectives that undermine effective interprofessional practice. We report on the development of a three phase interprofessional curriculum framework that addresses this controversy. The first phase provides learners at the beginning of their pre-registration studies with what we have termed 'health professional literacy' (an understanding of the different health professions and their roles). The second phase, undertaken around the middle of pre-registration training, provides simulated interprofessional experiences, while the third phase, undertaken towards the end of pre-registration training, involves experiential learning in real interprofessional practice teams. We argue that the controversy over the timing of interprofessional education represents a false dichotomy. Effective preparation for interprofessional practice requires a range of appropriate educational experiences that are appropriately timed during the pre-registration training of health professionals.