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This article presents quantitative findings from a mixed method study that aimed to explore the status quo of interprofessional collaboration (IPC) in a Health Trust, located in a trilingual region in Northern Italy. The survey targeted seven health professions (physicians, nurses, dieticians, occupational therapists, physiotherapists, speech therapists, and psychologists). The survey was distributed online to more than 5,000 health professionals and completed by 2,238. This paper presents results on the frequency of collaboration as well as data from a multiple-group measurement scale for assessing IPC. Descriptive statistics were calculated for continuous variables while categorical data were analysed as counts and percentages. Pearson's Chi-square test and Fisher's exact test were calculated while Mann Whitney and Kruskal Wallis tests were applied to analyse statistical differences in IPC between groups according to sociodemographic variables. In general, our survey data showed that participants, perceived IPC in a positive way, even if the analysis indicated heterogeneity in the level of collaboration expressed. We also found that not all professions had an opportunity to collaborate with others. In addition, we found evidence to suggest that the way health care is organised impacted on perceptions of collaboration between the health professionals in this study. This study provides an initial insight into the perceived levels of IPC within a North Italian context. As such, it offers an account of the strengths and weaknesses of IPC from seven different professional groups based in this region of Europe.

This paper seeks to understand the inter-cultural relationships between the notions of Europe, the professions and interprofessional education (IPE) in developing an argument for the necessity of interprofessional education for meeting the complex challenges for the professions and society in the 21st century. The concept of "strange loops" is used to explore the paradoxes and recursions in understanding what Europe, the professions and interprofessional education really are. After questioning perceptions of the professions in a changing Europe, I challenge interprofessional education to greater heights. IPE has to accompany all professional exchanges across borders as a critical, constructive process that focuses on differences in theory and practice within the different professional fields to overcome their problems of adjustment to changing user needs and cultural requirements.

Focuses on the concerns of doctors on professional self-regulation in the workplace in Europe. Discussion of medical protocols, clinical guidelines and evidence-based medicine; Implications for medical autonomy and managerial control; Difference of approaches adopted in the Netherlands, Great Britain and Sweden.