Practice-based interprofessional education (IPE), a key feature in developing a collaboration-ready workforce, is poorly integrated in healthcare curriculums. This study aimed to synthesise educator perspectives on implementing practice-based IPE and develop recommendations to inform sustainable practice-based IPE. An ethnographic case study was carried out at a school of allied health. Data collection involved six observations, 11 interviews and a review of eight documents. Reflexive thematic analysis, informed by Normalisation Process Theory, established two key themes. First, we found that strategic planning is needed, with a coherent implementation agenda and planned reflection on activities. Second, building partnerships with placement partners was identified as essential. This can be achieved by supporting and championing practice-based IPE activities developed by placement sites and establishing how university and clinical educators can work collaboratively to deliver sustainable practice-based IPE. These conditions create a favourable environment for normalising practice-based IPE in healthcare curriculums, benefitting students, patients, and the overall healthcare service.

中文翻译：

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由内而外：标准化基于实践的 IPE

基于实践的跨专业教育 (IPE) 是培养协作就绪劳动力的一个关键特征，但在医疗保健课程中的整合程度很低。本研究旨在综合教育者对实施基于实践的 IPE 的观点，并制定建议以告知可持续的基于实践的 IPE。一项民族志案例研究是在一所联合健康学校进行的。数据收集涉及 6 次观察、11 次访谈和对 8 份文件的审查。受规范化过程理论启发的反身主题分析建立了两个关键主题。首先，我们发现需要制定战略规划，制定连贯的实施议程，并对活动进行有计划的反思。其次，与安置合作伙伴建立伙伴关系被认为是必不可少的。这可以通过支持和支持安置点开发的基于实践的 IPE 活动以及确定大学和临床教育工作者如何协同工作以提供可持续的基于实践的 IPE 来实现。这些条件为在医疗保健课程中规范基于实践的 IPE 创造了有利的环境，使学生、患者和整体医疗保健服务受益。