realms of each other’s roles in the setting of collaborative care [23]. Problem based learning is an effective example of the action based educational approach, as the team is actively involved in working together to determine the most suitable course of action. Simulation not only has educational merit in technical skill acquisition, it is also useful in the teaching of IPE when feedback is given in small instructor led groups simulating a real situation [27]. The growth of online resources has allowed asynchronous communication to overcome collaborative time scheduling and geographic constrainsts, while permitting practicing health care workers to learn together [1, 9, 25, 50]. This model has been shown to be effective in teaching IPE [33].

Student feedback reveals that interprofessional education, through learning outside one’s disciplinary boundaries, forges mutual respect [14, 64]. Interprofessional education provides the tools necessary to reduce the gaps in current practices by forming a profound comprehension of the patient care team.

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Correspondence: Dr. Shahriar Shahrokhi, Sunnybrook Health