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This paper aims to encourage and promote further discussion around the theme of the theory and practice gap in the teaching and practice of interprofessional education (IPE) in pre-registration health and social care. Following a brief history of IPE, we consider the importance of providing students with supported opportunities to observe, learn and put into practice IPE. We also highlight the necessity of involving practitioners in creating health professionals who are 'fit for purpose' at qualification. [ABSTRACT FROM AUTHOR]

Integrated working can be a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study. [ABSTRACT FROM AUTHOR]

The article titled "A Reflection On: Interprofessional Working in Practice -- Avoiding the Theory-Practice Gap" reflects on the concept of interprofessional working in the health and social care sector. It discusses the importance of integrating interprofessional education (IPE) into curricula to develop professionals who are prepared for collaborative practice. The article also highlights the role of organizations like the Centre for the Advancement of Interprofessional Education (CAIPE) in providing guidance and support for curriculum development. It emphasizes the need to address the theory-practice gap to improve the quality of patient care. The article acknowledges the progress made in IPE, particularly in terms of simulation and safe practice opportunities for students. It also mentions the impact of the COVID-19 crisis on collaborative working and emphasizes the importance of continuous learning and striving for a world where collaborative working is the norm. [Extracted from the article]