Interprofessional Practice and Education: Interrelationship with Knowledge Generation, the IPE Core Data Set and National Information Exchange Infrastructure

The value of interprofessional education (IPE) was first articulated in the United States over 60 years ago, as a critical success factor to addressing already long-standing issues of poor health and health equity in an increasingly complex healthcare and social environment. Traditionally, IPE has referred to interprofessional education. Workplace learning is increasingly recognized as important in maintaining professional competence and is defined as ‘predominantly unstructured, experiential, and non-institutional' occurring in everyday practice. Knowledge Generation can be defined as a process that gathers evidence to promote innovative models of care and learning using real-time tools, standardized, sharable and comparable data, and analytics-based platforms to improve important outcomes. Developmental Evaluation is a key philosophical underpinning of the Knowledge Generation approach to transformative interprofessional practice and education. The Interprofessional Learning Continuum Model adapted the modified Kirkpatrick model for interprofessional educational evaluation and draws on the Triple Aim to define health and systems outcomes.