The book provides a critical exploration of the theory and practice related to teacher preparation for interprofessional learning. It makes an important contribution to the emerging evidence base through an in-depth exploration of the processes involved in teaching complex diverse groups, facilitator preparation, curriculum development and inter-institutional collaboration. Research-based evidence from the Promoting Interprofessional Education (PIPE) project helps teachers to further understand their own practice and build their own theories of teaching interprofessional learning. The enlightening analysis is vital reading for all health and social care professionals (including allied health professionals) involved in formal learning and workplace education. Healthcare education policy makers and shapers will also find it invaluable.

"A much-needed examination of the role and responsibilities of teachers to enable effective interprofessional education, underpinned through research" JOURNAL OF INTERPROFESSIONAL CARE

Consultant and Honorary Fellow, University of Reading; Specialist Nurse and Director, Member, CAIPE Board of Directors