The UK Centre for the Advancement of Interprofessional Education (CAIPE) grounds its latest Interprofessional Education Guidelines (CAIPE, 2016) in its Statement of Principles (CAIPE, 2011), building on the experience of its members and the interprofessional movement nationally and internationally, findings from recent UK research (e.g. Barr, Helme, & D’Avray, 2011, 2014), and evidence from systematic and scoping reviews (e.g. Reeves et al., 2016). In this editorial we summarise, with CAIPE’s permission, selected sections of the Guidelines, specifically: understanding interprofessional education, implementing interprofessional learning, formulating outcomes, adapting teaching and learning methods, learning for practice, assessing learning, involving students, involving service users and their carers, minding resources, being cost-effective, aligning learning, aligning regulation, evaluating interprofessional education, and transforming professional education from within.
The guidelines are addressed, in the first instance, to UK organisations responsible for commissioning, developing, delivering, evaluating, regulating, and overseeing interprofessional education (IPE) during prequalifying and continuing professional education to inform consistent policies, practices, and procedures to ensure efficient, effective, economic, and expeditious planning and implementation of IPE interventions and strategies. Messages may resonate more widely.