ABSTRACT
This chapter provides practical recommendations of ways in which interprofessional learning (IPL) can be incorporated effectively into postgraduate learning and teaching programmes arising from the findings of PIPE scheme two. PIPE scheme two involved educators from four higher education institutions (HEIs), each of which offered well-established MSc/MA education programmes. Programme teams can also allocate specific time at the end of curriculum planning sessions to discuss the interprofessional relationships in the team. Participants felt that the field of IPL was surrounded by ambiguities which were unsettling, confusing and sometimes overwhelming. Context appears to be one of the most significant factors in IPL, with each situation having unique features suggesting that models and solutions also need to be uniquely tailored to each circumstance. The chapter identifies the value of providing students with specific opportunities to reflect on the challenges of IPL for themselves.
