Abstract
Much has been written about academic developers as change agents but not in an interprofessional education (IPE) context. IPE involves teaching students in different health professions how to work effectively in teams across professional boundaries to improve the quality of patient care. Extensive evidence reveals that implementing sustainable IPE adds significant complex challenges for developers. This Australian case study of three developers revealed they succeeded in improving an IPE subject with just-in-time support, but the process was fraught with power plays and different expectations from academic leaders. Ways forward include practical suggestions for developers and their managers, and a call for research on the emotional toll that these situations can have.
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