References for this Section
1. Interprofessional Education for Collaborative Patient-Centred Practice. Accessed June 21, 2007 http://www.hc-sc.gc.ca/hcs-sss/hhr-rhs/strateg/interprof/index_e.html
2. Borduas F, Frank B, Hall P, Handfield-Jones R, Hardwick D, Ho K, et al. Facilitating the integration of interprofessional education into quality health care: Strategic roles of academic institutions. Health Canada Submission. 2006.
3. Gilbert JHV. Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care. 2005;S1:87-106.
4. Greiner AC, Kneble E, editors. Health Professions Education: A Bridge to Quality. Washington DC:The National Academies Press;2001.
5. Hall P. Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care. 2005;S1:188-196.
6. Hammick M, Freeth D, Koppel I, Reeves S & Barr H. (2007) A Best Evidence Systematic Review of Interprofessional Education.Medical teacher (in press) available online: http://www.bemecollaboration.org/beme/pages/reviews/hammick.html through Best Evidence Medical Education - BEME Collaboration accessed January 16, 2008
7. The distinction between a group and a team may not be clear to many and for the sake of this module we consider a group to be a collection of individuals who may not yet have formed the trust, communication, sense of connection and common purpose, and ways of working together that we are attributing to a team. This is a distinction that has been slightly exaggerated to make it clear; many definitions of groups acknowledge the bonds that bring a group together in the first place. At the beginning of an IPE experience the individuals gathered will be a group and with attention, effort and assistance will become a team.