An argument against interprofessional training in health care programs is that health care workers are capable of learning to cooperate interprofessionally as students through their discipline-only clinicals or through time spent in the workforce. Other arguments, such as the ones Chen, Delnat, and Gardner (2015) argues in their article, what are that students have enough clinical hours as it is, “scheduling conflicts, funding, and/or separation of education and practice”. Interprofessional education refines and focuses on different skills, but some of these skills can be learned without interprofessional education, but then quality of skills or student comfortability with these skills may decrease.
When some people say interprofessional training can be learned through their discipline-designed clinicals or that these skills will develop once students graduate and are working in their career, they do not understand that these skills need a foundation to be fully developed. Communicating to a different discipline in health care is only one of many steps in building an interprofessional working relationship, but the how, what, and the who is just as
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An example of the importance of interprofessional training is that when a physical therapist works with a patient in the hospital. If the patient is in too much pain or is sleepy from the medication the physical therapist will not be able to accomplish much. However, if the physical therapist contacts the nurses beforehand and informs them of the time he will arrive to work with a patient, the nurse could make accommodations. This would allow the patient to accomplish the physical therapist’s intended tasks for the day and the patient’s recovery time could decrease exponentially. Many patient’s care relies on their health care team effectively cooperating and acting as a cohesive unit for the patient to experience optimal