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Interprofessional education (IPE) offers an opportunity to train health professional students to develop research skills, collaboratively, while working on authentic healthcare problems. The situated learning educational model offers a unique way of structuring IPE experiences to incorporate the healthcare context, Communities of Practice, and meaningful participation of all learners. This paper will discuss an educational strategy developed to support the role progression of interprofessional research students within a project that is embedded in an authentic healthcare problem that has implications for IPE program development. The authors present a visual model that supports understanding of the development of knowledge and skills of learners that has implications for IPE, educational training, and research practice.

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