{'fraction_non_alphanumeric': 0.03571428571428571, 'fraction_numerical': 0.016483516483516484, 'mean_word_length': 5.533632286995516, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Catalyzing and sustaining communities of collaboration around interprofessional care: An evaluation of four educational programs

Given the complexity of patients’ needs and a shifting health care environment, effective interprofessional collaboration (IPC) is regarded by many as essential to the delivery of high quality patient care (e.g., Health Canada, 2003; Department of Health, 2002). Interprofessional relationships can, however, be undermined by boundary infringements, a lack of understanding of one another’s roles, limited communication and poorly coordinated teamwork (e.g., Reeves & Lewin, 2004). Interprofessional education (IPE) is increasingly being seen as a key approach to improving poor collaboration (e.g., Health Canada, 2003; Department of Health, 2002). It is argued that because professionals have been traditionally trained in isolation from one another they are often not equipped with the attitudes, skills or knowledge to work effectively in interprofessional teams. IPE for both students and professionals is advocated as a way to address this problem. A growing body of evidence, generated from systematic review work (e.g., Barr et al., 2005) has indicated that IPE can help foster a range of attributes required for effective collaboration. To encourage health care workers in Ontario, Canada to work collaboratively to improve job satisfaction, achieve efficiencies within the health care system and enhance the delivery