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The concept of interprofessional work (IPW) is becoming increasingly important recently and the role of nurses in IPW seems critical. In Japan, the problem of burnout and turnover of nurses has been recognized, and the solution seems embedded in the scheme of IPW, because it appears to improve their job satisfaction and recognition as health professionals. However, many obstacles lie ahead, such as "tribal conflict" between health professionals including between pharmacists and nurses. Although failure to understand the roles of other professionals or competencies may seem to hamper with the promotion of collaboration, we must realize that even a lack of understanding among nurses exists. The authors believe that the solution is to understand and respect not only other professionals but also colleagues of the same profession.

To work collaboratively in healthcare practice, health professionals should learn not only the competencies of their own specialties but also those of other professions so as to promote effective interprofessional work (IPW), thus optimizing patient/client outcomes. For this reason interprofessional education (IPE) is urgently needed. Since the establishment of Centre for the Advancement of Interprofessional Education (CAIPE) in 1987, many IPE programs have been developed and implemented worldwide. Currently, our Japan Society for Instructional Systems in Healthcare (JSISH) IPE program project team is conducting a study to develop an effective and versatile IPE program according to the framework of instructional design (ID). The main categories of learning goals of our program are intellectual skills and attitudes among Gagne's five categories. Therefore we designed our program to start from the drama (skit or video) of a bad example of IPW for learners to see and discuss the barriers of interprofessional collaboration. The drama of IPW seems to enhance attention and relevance for learners; both of which are components of the ARCS model. We expect every health professional including pharmacists to learn about IPW competencies through participating in our IPE program, enabling us further to pursue the ideal patient/client/family-centered care together.

In Japan, many health professionals do not seem to have adequate understandings of the competencies and specialties of other professionals. The competencies of pharmacists are especially overlooked because their expected roles have been changing rapidly in recent years and may vary depending on context in various settings. Due to this lack of understanding physicians themselves often perform therapeutic drug monitoring (TDM), and pharmacists sometimes suggest unnecessary prescription proposals to physicians without considering their treatment plans. Although "community and hospital pharmacist collaboration" has been emphasized for many years, many pharmacists in both settings still do not understand one another's situation. How can we make pharmacists' competencies appropriately understood and respected by other health professionals? What should we do to promote interprofessional work (IPW) with more incorporation of pharmacists so as to pursue patient/client/family-centered care? The key to success in IPW seems to lie in the answers to these questions.

Interprofessional work (IPW) is increasingly important in various settings including primary care, in which the role of pharmacists is particularly important. Many studies have shown that in cases of hypertension, diabetes, dyslipidemia, and metabolic syndrome, physician-pharmacist collaboration can improve medication adherence and help to identify drug-related problems. Some surveys and qualitative studies revealed barriers and key factors for effective physician-pharmacist collaboration, including trustworthiness and role clarification. In Japan, some cases of good collaborative work between pharmacists and physicians in hospitals and primary care settings have been reported. Still, community pharmacists in particular have difficulties collaborating with primary care doctors because they have insufficient medical information about patients, they feel hesitant about contacting physicians, and they usually communicate by phone or fax rather than face to face. Essential competencies for good interprofessional collaboration have been proposed by the Canadian Interprofessional Health Collaborative (CIHC): interprofessional communication; patient/client/family/community-centered care; role clarification; team functioning; collaborative leadership; and interprofessional conflict resolution. Our interprofessional education (IPE) team regularly offers educational programs to help health professionals learn interprofessional collaboration skills. We expect many pharmacists to learn those skills and actively to facilitate interprofessional collaboration.