ABSTRACT
This chapter discusses the premise of facilitation as a professional practice in education. It provides recommendations for the way in which facilitator preparation for interprofessional learning (IPL) could effectively take place, taking into account the findings from the PIPE project. The chapter describes the findings from all of the schemes within the PIPE project and discusses these in terms of the implications for facilitator preparation. The discussion focuses around six themes which are development of self awareness, respecting and valuing difference, the impact of group dynamics on learning, managing issues around power and hierarchy, planning IPL, and facilitator's learning philosophy. It is perfectly possible to rehearse situations and scenarios, learn from experience and seek to broaden the base of the iceberg of professional practice and strengthen its foundations. The chapter considers how IPL facilitators might prepare themselves to help their students in the other dimensions of learning: emotional processes and interaction with the world around them.
