Introduction :
Why interprofessional education? Explanations down the years have been many. Some point to predisposing factors – underlying and long-term trends either affecting the organisation and delivery of services or the needs of individuals, families and communities. Others point to precipitating factors – adverse events which expose poor communication and lack of trust between professions prompting recommendations for ‘joint training’ in the belief that this will improve collaboration. The case for closer collaboration gathered momentum as the needs of patients seemingly became more complex and more challenging. It is now painfully apparent that no one profession can respond adequately to the multiplicity of problems that many patients present, be they children at risk, alienated young people, members of dysfunctional families, chronically sick and disabled people living longer, or amongst the growing number of old people surviving to an advanced age. The case has, however, bee brought to a head in quite different terms in those countries where inquiries into medical errors, e.g. the United States (Institute of Medicine, 2001) and the United Kingdom (Kennedy, 2001), have attributed failure to problematic communications and relationships between professions (Meads & Ashcroft, 2005)
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