Interprofessional learning for medical and nursing students – what works for whom, in what circumstances, and why?

Interprofessional education (IPE) has the potential to prepare students for collaborative practice, but the logistics and cost of large-scale interprofessional learning activities can only be justified if these learning outcomes are achieved. This thesis confirms the importance of several previously-recognised simulation design mechanisms and describes how several new learning design mechanisms can be incorporated, offering insights for IPE designers.