SPECIAL ARTICLE

A WHO Report: Framework for Action on

This article summarizes the key features of the World The Case for Interprofessional Education and Collaborative
Health Organization’s Framework for Action on Interprofes- Practice for Global Health
sional Education and Collaborative Practice. The Framework is
a call for action to policy-makers, decision-makers, educa- The Framework recognizes that many health systems
tors, health workers, community leaders, and global health
throughout the world are fragmented and struggling to
advocates to move toward embedding interprofessional
manage unmet health needs. Present and future health
education and collaborative practice in all of the services
they deliver. J Allied Health 2010; 39(3 pt 2):196–197. workforces are tasked with providing health services in the
face of increasingly complex health issues. Evidence shows
that as these health workers move through the system,
opportunities for them to gain interprofessional experience
AT A TIME WHEN the world is facing a shortage of health help them learn the skills needed to become part of the col-
workers, policy-makers are looking for innovative strategies laborative practice-ready health workforce.
that can help them develop policy and programs to bolster A collaborative practice-ready workforce is a specific
the global health workforce. The World Health Organiza- way of describing health workers who have received effec-
tion’s (WHO) Framework for Action on Interprofessional tive training in interprofessional education. Interprofes-
Education and Collaborative Practice (the Framework)1 high- sional education occurs when students from two or more
lights the current status of interprofessional collaboration professions learn about, from, and with each other to
around the world, identifies the mechanisms that shape enable effective collaboration and improve health out-
successful collaborative teamwork, and outlines a series of comes. Once students understand how to work interprofes-
action items that policy-makers can apply within their local sionally, they are ready to enter the workplace as members
health system (Fig. 1). The goal of the Framework is to pro- of the collaborative practice team. This is a key step in
vide strategies and ideas that will help health policy-makers moving health systems from fragmentation to a position of
implement the elements of interprofessional education and strength. Interprofessional healthcare teams understand
collaborative practice that will be most beneficial in their how to optimize the skills of their members, share case
own jurisdictions. management, and provide better health services to patients
and the community. The resulting strengthened health
Dr. Gilbert is Co-chair, WHO Study Group on Interprofessional Educa-
system leads to improved health outcomes.
tion and Collaborative Practice, and Principal and Professor Emeritus,
College of Health Disciplines, University of British Columbia, Vancouver, Moving Forward with Integrated Health and Education Policies
Canada, and Project Lead, Canadian Interprofessional Health Collabora-
tive, Vancouver, BC, Canada; Dr. Yan is Co-chair, WHO Study Group on The health and education systems must work together to
Interprofessional Education and Collaborative Practice and Chief Scien-
tist for Nursing and Midwifery, Coordinator Health Professions Network,
coordinate health workforce strategies. If health workforce
Department of Human Resources for Health, World Health Organization, planning and policy-making are integrated, interprofessional
Geneva, Switzerland; Dr. Hoffman is Project Manager, WHO Study education and collaborative practice can be fully supported.
Group on Interprofessional Education and Collaborative Practice, Depart- A number of mechanisms shape how interprofessional
ment of Human Resources for Health, World Health Organization, education is developed and delivered. In the Framework,
Geneva, Switzerland.
examples of some of these mechanisms have been divided
This paper excerpts the Executive Summary of the WHO’s Framework for into two themes: educator mechanisms (e.g., academic staff
Action on Interprofessional Education and Collaborative Practice (WHO/ training, champions, institutional support, managerial
HRN/HPN/10.3. Geneva, WHO, 2010)1 and is used with permission of commitment, learning outcomes) and curricular mecha-
the WHO. nisms (e.g., logistics and scheduling, program content,
Address correspondence to: Dr. John H.V. Gilbert, 3350 West 37th Ave.,
compulsory attendance, shared objectives, adult learning
Vancouver, BC V6N 2V6, Canada. Tel 604-261-8000, fax 778-737-1122. principles, contextual learning, assessment). By considering
John.gilbert@ubc.ca. these mechanisms in the local context, policy-makers can

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 FIGURE 1. Action items for collaborative healthcare. (From WHO: Framework,1 p 9; used with permission.)

determine which of the accompanying actions would lead new policies and strategies that fit with and address their
to stronger interprofessional education in their jurisdiction. local challenges and needs must be introduced. The Frame-
Likewise, there are mechanisms that shape how collabo- work is not intended to be prescriptive nor provide a list of
rative practice is introduced and executed. Examples of recommendations or required actions. Rather, it is intended
these mechanisms have been divided into three themes: to provide policy makers with ideas on how to contextual-
ize their existing health system, commit to implementing
1. Institutional support mechanisms (e.g., governance principles of interprofessional education and collaborative
models, structured protocols, shared operating resources, practice, and champion the benefits of interprofessional
personnel policies, supportive management practices); collaboration with their regional partners, educators, and
2. Working culture mechanisms (e.g., communications health workers.
strategies, conflict resolution policies, shared decision- Interprofessional education and collaborative practice
making processes); and can play a significant role in mitigating many of the chal-
3. Environmental mechanisms (e.g., built environment, lenges faced by health systems around the world. The
facilities, space design). action items identified in the Framework can help jurisdic-
tions and regions move forward toward strengthened health
Once a collaborative practice-ready health workforce is in
systems and, ultimately, improved health outcomes. The
place, these mechanisms will help them determine the
Framework is a call for action to policy-makers, decision-
actions they might take to support collaborative practice.
makers, educators, health workers, community leaders, and
The health and education systems also have mechanisms
global health advocates to take action and move toward
through which health-services are delivered and patients
embedding interprofessional education and collaborative
are protected. The Framework identifies examples of health
practice in all of the services they deliver.
services delivery mechanisms (e.g., capital planning, remu-
neration models, financing, commissioning, funding
REFERENCE
streams) and patient safety mechanisms (e.g., risk manage-
ment, accreditation, regulation, professional registration). 1. World Health Organization: Framework for Action on Interprofessional
Education and Collaborative Practice. Geneva, WHO, 2010. Available
A Call to Action at: http://www.who.int/hrh/resources/framework_action/en/.

It is important that policy-makers review this Framework

Journal of Allied Health, Fall 2010, Vol 39, No 3 Pt 2 (Special Issue) 197