Table 3 Recommendations

Individual level

• Encourage residents to set learning goals for intraprofessional practice to enhance awareness of learning.

• Stimulate residents to seek exposure to intraprofessional collaboration and to faculty role models from different specialties to enrich learning by providing intraprofessional perspectives.

• Pay explicit attention to bidirectional learning, especially in intraprofessional rotations. Encourage learners to contribute from their own professional roles in order to stimulate mutual understanding.

• Ensure adequate guidance for residents in complex intraprofessional care, as complex care situations can be highly fruitful for learning, but may also result in conflicts.

Organizational level

• Facilitate resident participation in intraprofessional activities through the practical organization of work, and mitigate resident bypass, in order to ensure sufficient exposure to intraprofessional collaboration

• Integrate time for individual and team reflection in clinical practice, in order to enhance awareness of and guide intraprofessional learning processes. Preferably, this reflection is facilitated by trained professionals.

• Invest in faculty development, to better prepare faculty for their task as intraprofessional preceptor, facilitator, and guide, and to mitigate negative role models.

• Promote fruitful learning climates and address unproductive hierarchy.

Strategic level

• Explicitly integrate and assess intraprofessional collaboration competencies in residency training curricula.

• Ensure repeated exposure in residency training curricula to both formal and informal intraprofessional learning activities, as these seem to have a synergistic effect.

• Align and coordinate residency training curricula of different specialties, especially for closely-related specialties.

• Health care policy and funding structures should support intraprofessional learning for collaborative practice.