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Interprofessional Education Research and Publications


Book chapters

Pullon, S., Darlow, B., McKinlay, E. (2016). Building evaluation into the development of IPE initiatives. In D. Forman, M. Jones & J Thistlewaite (Eds). Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. (p. tbc) London: Palgrave McMillan

Pullon, S., McKinlay, E., Gallagher, P., Gray, L., Skinner, M., & McHugh, P. (2015). Interprofessional education in a rural setting: A quick-start innovation for final-year health professional students [Case study]. In K. Bin Abdulrahman, S. Mennin, R. Harden, & C. Kennedy (Eds.), Routledge international handbook of medical education. (pp. 197). Abingdon, UK: Routledge.

Journal papers

Darlow B, McKinlay E, Gallagher P, Beckingsale L, Coleman K, Perry M, Pullon S. (2017) Building and expanding interprofessional teaching teams. Journal of Primary Health Care, (in press). DOI: 10.1071/HC16053.

Pelham, K., Skinner, M. A., McHugh, P., & Pullon, S. (2016). Interprofessional education in a rural community: the perspectives of the clinical workplace providers. Journal of Primary Health Care, 8(3), 210-219.

Pullon S, Wilson C, Gallagher P, Skinner M, McKinlay E, Gray L, McHugh P. (2016) Transition to practice: can rural interprofessional education make a difference? A cohort study. BMC Medical Education, 16 (154), doi:10.1186/s12909-016-0674-5

McKinlay, E., Gallagher, P., Wilson, C., Gray, L., McHugh, P., & Pullon, S. (2016). Social learning, shared accommodation and interprofessional education: I think those conversations that you have at the dinner table … Journal of Interprofessional Education and Practice, 5, 1-6.

Foster Page, L. A, Gray, L., Gallagher, P., McKinlay, E., & Rich, A. M. (2016). Untangling the Web of Influences on Dental Students’ Participation in Interprofessional Education Programs. Journal of Dental Education, 80(6), 677-685.

Crawford, R. M., Gallagher, P., Harding, T., McKinlay, E. M., & Pullon, S. R. (2016). Interprofessional undergraduate students talk about nurses and nursing: a qualitative study. Nurse Education Today, 39, 7-11.

Darlow, B., Donovan, S., Coleman, K., McKinlay, E., Beckingsale, L., Gallagher, P., Gray, B., Neser, H., Perry, M., Pullon, S. (2016). What makes an interprofessional education programme meaningful to students? Journal of Interprofessional Care, 3;30, 355-61.

McKinlay, E., Gallagher, P., Gray, L., Wilson, C., & Pullon, S. (2015). Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team. Journal of Research in Interprofessional Practice and Education, 5(2).

Gallagher, P., Pullon, S., Skinner, M., McHugh, P., McKinlay, E., & Gray, L. (2015). An interprofessional community education project as a socially accountable assessment. Journal of Interprofessional Care, 29(5), 509-511.

Darlow, B., Coleman, K., McKinlay, E., Donovan, S., Beckingsale, L., Gray, B., Neser, H., Perry, M., Stanley, J., Pullon, S. (2015). The positive impact of interprofessional education: A controlled trial to evaluate a programme for health professional students. BMC Medical Education, 15, 98. doi: 10.1186/s12909-015-0385-3¬

McKinlay, E., McBain, L., & Pullon, S. (2015). Developing film resources for interprofessional education: Effective partnerships. Medical Education, 49(11), 1155-1156. doi: 10.1111/medu.12837¬

Coleman, K., Darlow, B., McKinlay, E., Beckingsale, L., Donovan, S., Stanley, J., Gallagher, P., Gray, B., Neser, H., Perry, M., Pullon, S. (2014). Does interprofessional education make a difference to students' attitudes to practice? Journal of Medical Imaging & Radiation Sciences, 45(4), 344-345. doi: 10.1016/j.jmir.2014.10.004

McKinlay, E., & Pullon, S. (2014). Having interprofessional education during the undergraduate years is essential for building teamwork skills in general practice: Yes [Back to back]. Journal of Primary Health Care, 6(4), 331-333.

Pullon, S., McKinlay, E., Beckingsale, L., Perry, M., Darlow, B., Gray, B., Gallagher, P., Hoare, K., Morgan, S. (2013). Interprofessional education for physiotherapy, medical and dietetics students: A pilot programme. Journal of Primary Health Care, 5(1), 52-58.

The Longitudinal Interprofessional LIP Study

The LIP Study is exploring health professionals’ attitudes and skills related to collaborative team work and how these change over their final year of training and their first three years of professional practice.

The Study

The Longitudinal Interprofessional (LIP) Study is a collaboration between the Eastern Institute of Technology, Otago Polytechnic, and the University of Otago. It is hosted by the Department of Primary Health Care and General Practice at the University of Otago, Wellington.

The LIP Study is exploring attitudes and skills related to collaborative health care practice in practitioners from the disciplines of Dentistry, Dietetics, Medicine, Nursing, Occupational Therapy, Pharmacy, and Physiotherapy.

For more information : LIP Study website

The Participants

Over 550 students completed baseline surveys before entering their final year of professional training in 2015, representing 85% of their year groups. These students were surveyed again at the end their training in 2015 with an 87% response rate. This group of participants will be surveyed again at the end of each of their first three years of professional practice.

In 2016, a second cohort of students has been added to the study to improve the study's ability to explore the influence of interprofessional education opportunities on subsequent career development.

The information which these participants provide will help to inform how health professionals are trained in the future.

The Reason

Health care relies on the skills of many health and other professionals. Effective collaboration between a range of disciplines is needed for supporting people with long-term or complex needs. There are different models for helping health care professionals to work in collaborative teams, and there are different times when this type of training can be provided.

Currently very little is known about how collaborative attitudes and skills change throughout pre-registration training and in the first few years of professional practice. Similarly, little is known about factors which influence these attitudes and skills.

The LIP study will improve understanding about the development of interprofessional attitudes and skills over time. The information gained will help to inform the training of future health professionals. The involvement of such a large group of participants from seven different health care disciplines will ensure that quality information is gathered, and that this is useful to a range of health disciplines.

The LIP Study will also explore factors which influence career choices such as location (e.g. rural or urban), practice setting (e.g. primary or secondary care), and vocation. An improved understanding of influences upon these choices may help the health system to better adapt training to meet future needs.

The Results

These will be published in academic journals and presented at conferences. Participants will be advised when results become available.