2 25 The validation of geriatric cases for IPE BACKGROUND Based on the premise that Interprofessional Education (IPE) improves Interprofessional Collaboration (IPC) in healthcare practice, numerous interprofessional initiatives have been established in healthcare centres and educational facilities around the world (Jackson et al., 2016; Oosterom et al., 2019; Reeves et al., 2016). The World Health Organization emphasizes the importance of IPE and IPC and formulates the following definitions (Gilbert et al., 2010): • ‘Interprofessional education occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes’. • ‘Collaborative practice in healthcare occurs when multiple health workers from different professional backgrounds provide comprehensive services by working with patients, their families, carers and communities to deliver the highest quality of care across settings’. IPE can be offered in different settings. An obvious setting is the so called ‘IP training ward’, where students can collaboratively perform actual patient care. Although an IP training ward may seem ideal, it is often a logistical challenge (Jackson et al., 2016; Oosterom et al., 2019). This can result in students participating in the ward for too short a time for the training to be effective; moreover, training in this ward is timeconsuming for the trainers involved (Oosterom et al., 2019). 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’ 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, 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 altered before applying them in an educational setting or IPE because they need to: (1) meet a
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