15 1 General introduction IPE WITH CONSTRUCTED CASES Considering that students’ attitudes towards each other and their collaborative knowledge and skills improve after experiencing IPE, initiatives on IPE that occur in the classroom or simulation settings have a place in health professions education curricula today (Evans et al., 2019; Gough et al., 2012; Reeves et al., 2016). Combining several types of IPE initiatives makes IPE practices sustainable (Khan et al., 2016). To prepare students for IPC in the workplace, IPE can be offered in a classroom setting with the use of constructed cases (Morison & Jenkins, 2007). Using cases in this way has several advantages: it can help students practise their professional roles and responsibilities, it can facilitate clinical reasoning, and casebased education is effective for students working in pairs (Jäger et al., 2014; Kim et al., 2006; Li et al., 2019; Postma & White, 2015). These can be valuable because understanding one’s own and each other’s roles is the most important aspect of effective IPE (Reeves et al., 2016). When using cases, it is essential that they are realistic (Kim et al., 2006; Reeves et al., 2016). However, actual cases from clinical practice often need to be adapted before applying them in an educational setting or IPE because they need to: (1) meet a particular level of competence for each group, (2) simulate a clinical setting, where students of specific professions can play their own role and (3) demand the use of interprofessional collaborative competencies (Azer et al., 2012; Kim et al., 2006). Alternatively we can use constructed cases. While a few articles have described tips for constructing cases, there is a lack of literature on how to construct cases using scientifically proved methods (Azer et al., 2012; Cohen et al., 2017). Moreover, there is no literature on how to construct cases for IPE. COMPETENCIES FOR IPC With IPE, the competencies required for good interprofessional collaboration can be trained. In order to do this, it must be clear which competencies are important in IPC. In 2009, six national education groups came together to form the Interprofessional Education Collaborative (IPEC) to “promote and encourage constituent efforts that would advance substantive interprofessional learning experiences to help prepare future health professionals for enhanced team-based care of patients and improved population health outcomes.”(IPEC, 2023)
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