This article discusses clinical education as a method for teaching interprofessional theory and practice. Pure and vicarious models are dealt with. A combined professional and interprofessional clinical experience is seen as the best compromise. (MT)

The evolution and components that constitute professional education are briefly reviewed. The significance of continuing education for professionals is pointed out. Interprofessional education that includes members of several professions collaborately analyzing and discussing choices faced in work settings is discussed. (MT)

An interprofessional approach to ethical issues is demonstrated and how this benefits both those served by the professions and those engaged in the professions is explained. (MT)

The Ohio State University Commission on Interprofessional Education and Practice employs the strategy of deliberate preservice and continuing education of representatives of various professions. This article outlines some of the assumptions of the commission and describes its experience developing an interprofessional program for students and…

The article explores the assumptions guiding continuing interprofessional education and describes a variety of approaches, using the experience of the Ohio State University Commission on Interprofessional Education and Practice as example. (MT)

This article briefly examines some basic assumptions of interprofessional team process, the concepts of social process and interprofessional process, and educational preparation for interprofessional team process. (MT)

The probable future of interprofessional education and practice is discussed in terms of models, research, curricula, and policy analysis. (MT)

Courses and seminars offered by the Ohio State University Commission on Interprofessional Education and Practice are described. The faculty team approach, the case study methodology, and the mix of students are emphasized. (MT)

Interprofessional policy analysis, a new concept, responds to a growing need among legislators at all levels for information about difficult problems confronting society. A program of policy analysis panels formed by the Ohio State University Commission on Interprofessional Education and Practice is described. (MT)

This article describes a theoretical underpinning for interprofessional practice and education in which aspects of the social and cultural context are reflected and adopted. Some potentially salutary effects of a nationwide effort to strengthen interprofessional practice are identified. (MT)

A study was made of 196 students and professionals from eight disciplines who completed a Myers-Briggs Type Indicator and a questionnaire based on Harbaugh's (W)holistic Scales. Personality traits of those seeking interprofessional education, transition into the profession, approach to practice, and other topics are discussed. (MT)

A study was made to assess the beliefs, attitudes, and behaviors of practicing professionals regarding interprofessional education and practice. Subjects had completed at least one course of the Ohio State University Commission on Interprofessional Education and Practice while the comparison group had not. Results are discussed. (MT)

This article looks at the brain as it is used in learning, considers how a better understanding of the brain can be used in education, and discusses the emerging role of the neuroeducator, a person able to understand the concepts of both brain function and good teaching. (MT)

The Multidisciplinary Cognitive and Neuroscience Research Group at Ohio State University was established to improve communications among faculty, practitioners, and students in the fields of education and psychology. The program is described. Benefits and drawbacks are explored. (MT)