McKimm, JSheehan, DPoole, PhillippaBarrow, MarkDockerty, JWilkinson, TJWearn, Andrew2011-11-172010New Zealand Medical Journal 123(1320) 20100028-8446https://hdl.handle.net/2292/9270This article considers interprofessional learning initiatives in the context of undergraduate and postgraduate education and the continuing professional development of doctors and other health professionals. The evidence for and challenges to delivering interprofessional education are discussed along with current interprofessional education initiatives in Aotearoa/New Zealand and Australia. Many opportunities exist for health professionals to work together more effectively. We all want the best outcomes for our patients and good working relationships, but often we work and learn in professional silos. This paper explores the policy drivers for interprofessional learning (IPL), provides evidence for what works, identifies some of the challenges and shares examples of how health professionals in New Zealand are implementing IPL initiatives: aimed at improving health outcomes and facilitating well-functioning workplaces for all members of the health care team.Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0028-8446/https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmhttp://journal.nzma.org.nz/journal/copyright.htmlAustraliaClinical CompetenceCooperative BehaviorDelivery of Health Care, IntegratedEducation, Medical, ContinuingEvidence-Based PracticeFamily PracticeHealth Knowledge, Attitudes, PracticeNew ZealandPatient Care TeamProfessional AutonomyJournal ArticleCopyright: NZMA20720611http://purl.org/eprint/accessRights/OpenAccess1175-8716