Interprofessional Education Case Study

Interprofessional Education in Europe did not advance the same way it did in Canada. Within this setting, professionalism was engraved with the master-apprentice relationship and valued the individualism of the professions.24 Through the lens of some, projects appeared to focus on the self-protectionism and not service to the community.24 Because of the changing environment, specific professions became powerful forces which influenced the public and market.24 During this time, managerialism began to emerge in health and social care, unstable partnerships between the medical professional and the welfare state, specialized disciplines in health professions, and changes in educational methods may have contributed to the growth of IPE within the country.24
Prior to World War II, individualized disciplinary practice was the main method of healthcare practiced.25 During this time, much of the interest was directed towards practice implications and how to apply such skills and less interest was placed on the educational aspects of interprofessional teamwork and professional collaborations in the health care.25 It was pointed out that many of the external forces that encouraged IPE in the UK were creation of government policies, stable funding sources,
Through the collaboration of professionals from different disciplines and the involvement of institutions, IPE began to move forward.24 Many projects and studies had been conducted in the past which stimulated interest interprofessional collaboration among professionals in primary care, professional organizations, and regulatory agencies that represented professions.24 Opposition of IPE during that time pointed out the penalties of lack of communication and collaboration between the practitioners and agencies as of more importance than that of advancing IPE.24 This opposition overshadowed the benefits of IPE and brought up that policy and practice were not fully supported through IPE and collaborative