The delivery of effective, high-quality patient care is a highly complex activity, demanding health and social care professionals to collaborate in an effective manner. Interprofessional learning (IPL) is professionally relevant, intellectually stimulating and evidence based. New learning paradigms for healthcare professionals explore new ways to combine expertise, delivering IPL programmes where patient safety and quality of care can be improved (WHO 2010). Intervening early in the health professional's career with collaborative activities with IPL is now considered important in healthcare training. Development of multidisciplinary student centred ideas hopefully results in the enhancement of patient-centred care. Conscious competence in understanding the benefits of IPL is needed to recognise those that are naïve to IPL and competent professionals who are able to design new curricular and deliver training to address unconscious incompetence to IPL. There are many diverse theories applied to IPL where theory is observation of practice, confirmed by practice. Much development and consolidation of IPL theory is needed.No one healthcare profession can give complete healthcare single-handed. Keywords:Interprofessional learning, collaboration, healthcare professionals, human factors, healthcare cultural barriers Defining interprofessional learning, collaboration and practiceWorking with other disciplines clearly instils a mutual respect of other professionals with shared values, who perform effectively in different team roles and provide patient-centred care that is safe, timely, efficient, effective and equitable. (Barr H, Low H, 2012) Firstly, to establish a definition of Interprofessional Iearning (IPL), which is when individuals improve knowledge and competence during interprofessional education. Interprofessional education (IPE) occurs when two or more professions learn, with or about each other, aiming to improve interprofessional collaboration (IPC) and the quality Houldsworth A MedEdPublish https://doi.org/10. 15694/mep.2018.0000039.1 Page | 2 of care (CAIPE, 2008). IPE in health professions pursues the goal of enabling IPC (CAIPE, 2011). Some core competencies have been identified for interprofessional practice.Intervening early in healthcare training is considered important in healthcare education within the health professionals' career pathway, using collaborative activities and IPL. Experienced professionals who engage in advanced professional practice by continued professional development (CPD) are considered to be advanced practitioners.Effective teaching is an essential requirement for effective IT. When addressing an interprofessional curriculum to deal with differences as well as the interprofessional commonalities, common broad headings and knowledge bases need to be identified. The different cognitive maps of the different disciplines need to be understood in order to differentiate the teaching for each of the professional groups, which may have alternative starting points and abilitie...

Trust is an essential component of developing bonds and, in particular, the relationship between teacher and learner. The cumulative effects of pedagogy, curriculum, content, and delivery in teaching and learning of medical students (MS) are well established and the importance of the relationship between student and teachers, with particular reference to the concept of trust is reviewed, addressing aspects of intention, capability, character, and integrity. Trust is often perceived as a soft quality with respect to education, however trust actually provides an environment of hope and inspirational optimism. In such an environment teachers and learners can be authentic about their 'best selves', developing good character with high emotional intelligence (EI), where honest reflection is the key to enhanced integrity with transparent intentions in their relationships. Trusting relationships in education instil mutual respect, enhance collaboration, and promote the independent thinking that results from transparent and kind mutual interactions. Indeed, loyalty and commitment to values and goals ensures the success of the learning environment. Neuroscience and psychology experiments demonstrate recent evidence to support the importance of trust in relationships that can be considered relevant to teaching and learning. The expression of hormones and brain function, associated with trusting relationships and interpersonal bonding is explored.

The role of a university professor is multifaceted; as teacher, facilitator, assessor, evaluator, models of learning themselves as self-directed learners, addressing several key competencies for the effective teacher. It is not only about the transmission of knowledge, facts and skills but also about understanding how a student learns and being able to adapt and differentiate the delivery to personalise the learning. Appropriate questioning to assess prior knowledge and testing or challenging the understanding of the student learning is also a skill for the professor. Being able to access and use a variety of resources is important to deepen the understanding of student learning, including current IT skills. The relationship between learner and mentor is essential, developing trust and confidence. The development of appropriate medical and basic science language is an important element to the learning process. The professor's collaboration and collegiate practices in a learning community enrich the learning experience, where best practice can be shared and communicated. It is important to be able to measure the impact of the teaching through assessment (formative and summative) and evaluation, which drives continued improvement in the learning experience. The innovative use of resources and environment that supports student and patient-centred learning and effectively engages with the students must be contextually and clinically relevant to the student's experience.