In this chapter, we will look at how faculty development can prepare faculty to deliver a workable curriculum1 for the local context and in the process advance faculty members’ skills to teach, implement and offer IPE that assures student engagement. In addition, we explore how IPE has the potential to involve practitioners in deeper reflection and analysis of their collaborative working. This, in turn, enhances patient care. Our examples are mainly drawn from undergraduate curriculum development, but they apply equally to post-graduate, classroom and practice-based IPE. We acknowledge the challenges educators face in the development and delivery of effective IPE, outlining how these can be overcome. Using a theoretical curriculum model, we show how these challenges can be managed and how we can bring IPE practitioners together as a community of practice.
