The Centre for IPE team contributed to the field of IPE and IPC through numerous publications for 2015 - 2017.

Gertler, M,, Verma, S., Tassone M, Seltzer, J., Careau, E. Navigating the leadership landscape: creating an inventory to identify leadership education programs for health professionals. Health Care Quarterly. 2015:18 32-37.

Lie, D., Forest, C.P., Kysh, L., & Sinclair, L. (2016). Interprofessional education and practice guide No. 5: Interprofessional teaching for prequalification students in clinical settings, Journal of Interprofessional Care, 30:3, 324-330.

Langlois, S. (2016, March). Developing an Appreciation of Patient Safety: Analysis of Interprofessional Student Experiences with Health Mentors. Perspectives in Medical Education, 2016 Mar 14:1-7.

Langlois, S. & Lymer, E. (2016, January). Learning Professional Ethics: Student Experiences in a Health Mentor Program. Education for Health, 2016 Jan;29(1):10-15.

Langlois, S., Teicher, J., Derochie, A., Molley, S., Nauth, S. & Jethava, V. Understanding Partnerships with Patients/Clients in a Team Context through Verbatim Theatre. Med Ed Portal Association of the American Medical Colleges. 2017; 

Langlois, S. Mapping current health professional curricula: Identifying common topics for an integrated    interprofessional education curriculum. Journal of Interprofessional Education and Practice. 2016 (5):7-9

Nelson, S., White, C., Hodges, B., Tassone, M. Team training at the pre-licensure level: a review of the literature. Academic Medicine (In Press).

Rowland, P., Ng. S. (2017 online first). Multiple boundaries: Professional and institutional identities of clinician-scientists. Medical Education.

Rowland, P., McMillan, S., McGillicuddy, P, & Richards, J. (2016). What is “the patient perspective” in patient engagement programs?: Implicit logics and parallels to feminist theories. Health: An Interdisciplinary Journal for the Social Study of Health, Illness, and Medicine. Nominated in F1000 as an Influential Paper in the Field.

Rowland, P. (2015). Discourse analysis as multi-dimensional thinking in organizations: Examples from an analysis of patient safety discourses in a Canadian acute care hospital. Fielding Monograph Series: Leadership Studies in Healthcare (Eds. J.P. Isbouts & M. Farrell). Fielding Graduate University, CA.

Rowland, P. (2017). Organizational paradoxes in speaking up for safety: Implications for the interprofessional field. Journal of Interprofessional Care.

Rowland, P., Kuper, A. (2017 online first). Beyond vulnerability: How the dual role of patient-provider can inform health professions education. Advances in Health Sciences Education.

Tassone M, Creede C, Shaver J, Parker K, Vilhena B. Collaborative change leadership: a new way of transforming healthcare. Health Care Quarterly. (In Revision)

Watt-Watson J., Lax L., Davies R., Langlois S., Oskarsson J., Raman-Wilms L.(2017).The Pain Interprofessional Curriculum Design Model. Pain Medicine 2017; 18: 1040-1048 doi: 10.1093/pm/pnw337


Brander, R., MacPhee, M., Careau, E., Verma, S., Tassone, M., Paterson, M., Berry, S. Collaborative leadership for the transformation of health systems. Book chapter in “Leadership and collaboration: further developments for interprofessional education. Palgrave MacMillan Publishers, 2015.

Lowe, M. (2016). Advancing Interprofessional Care and Learning: Seizing the opportunity as Medical Laboratory Technologists. Advocate, 22(4):5-6.

Nirula, L., Lowe, M., Maharaj, S., McLaney, E., Parker, K. & Leslie, K. (2015). Teaching Excellence Competencies Model. Centre for Faculty Development: University of Toronto.