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Principles and values

In 2006, CAIPE identified seven principles ‘to guide the provision and commissioning of interprofessional IPE and to assist in its development and evaluation’.

CAIPE’s vision is that when IPE works well, it:

  • improves the quality of care
  • focuses on the needs of service users and carers
  • involves service users and carers
  • encourages professions to learn with, from and about each other
  • respects the integrity and contribution of each profession
  • enhances practice within professions
  • increases professional satisfaction.


In 2011, the principles were revised into a set of values, process and outcomes for interprofessional education. Below the values and practice points are set out.


Interprofessional education  



Focuses on the needs of individuals, families and communities to improve their quality of care, health outcomes and wellbeing

Keeping best practice central throughout all teaching and learning

Applies equal opportunities within and between the professions and all with whom they learn and work

Acknowledging but setting aside differences in power and status between professions

Respects individuality, difference and diversity within and between the professions and all with whom they learn and work

Utilising distinctive contributions to learning and practice

Sustains the identity and expertise of each profession

Presenting each profession positively and distinctively

Promotes parity between professions in the learning environment

Agreeing ‘ground rules’

Instils interprofessional values and perspectives throughout uni-professional and multiprofessional learning

Permeating means and ends for the professional learning in which it is embedded


Many examples of common learning or shared learning exist, as well as programmes or learning interventions aimed more specifically at enshrining the IPE principles described above. Many of these are at undergraduate level, particularly in the early or foundation years where much of the basic science or communication skills learning might be shared learning. Sometimes this is with the specific aim of encouraging learners to work together and learn about one another’s practice, but often it is to provide learners with a common foundation or baseline level of learning so as to provide them with a range of options at the next stage of learning.

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