ABSTRACT
This chapter examines how curricula can be developed to prepare teachers and facilitators to teach interprofessional groups. Evaluation and comparison of the impact on curriculum development will be presented using a sustainable interprofessional learning (IPL) framework. With little educational research to support major curricula change, and insufficient resources, both financial and human, to use the revolutionary approach, the PIPE scheme team had to achieve consensus and a common approach. The incorporation of the PIPE learning outcome into the curriculum coincided with a major review of teacher preparation in the university and the design of a new MA in Learning and Teaching. The chapter provides an overview based around the barriers, assets, tiers of influence and outcomes. These influences occurred at different levels. These important factors which were common to all programmes were strategic influences, support, the nature of the students and specific aspects related to individual programmes.
