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This scoping literature review was completed to understand the nature and benefits of team-based reflection on a patient death by healthcare professionals. The review was limited to publications in English between 2006 and 2016 that were identified in the Medline, CINAHL, PsycINFO, EMBASE and Web of Science databases. We identified 1450 articles and 19 studies were relevant for inclusion in this review. The published literature is mainly descriptive with no comparative studies. The process of team-based reflection on a patient death by healthcare professionals, using a variety of techniques, can lead to improved emotional wellbeing and learning for quality improvement. However, there is little evidence for the impact on the care of the family and for future patient care. The need for a structured process for the reflection, with facilitation in a supportive healthcare context, appears to be essential for effective team-based reflection. Further research needs to be performed to ensure that team-based reflection on a patient death by healthcare professionals, meets the needs of practitioners and enhances their emotional wellbeing, supports learning from practice and leads to improved patient outcomes.

This scoping literature review was completed to understand the nature and benefits of team-based reflection on a patient death by healthcare professionals. The review was limited to publications in English between 2006 and 2016 that were identified in the Medline, CINAHL, PsycINFO, EMBASE and Web of Science databases. We identified 1450 articles and 19 studies were relevant for inclusion in this review. The published literature is mainly descriptive with no comparative studies. The process of team-based reflection on a patient death by healthcare professionals, using a variety of techniques, can lead to improved emotional wellbeing and learning for quality improvement. However, there is little evidence for the impact on the care of the family and for future patient care. The need for a structured process for the reflection, with facilitation in a supportive healthcare context, appears to be essential for effective team-based reflection. Further research needs to be performed to ensure that team-based reflection on a patient death by healthcare professionals, meets the needs of practitioners and enhances their emotional wellbeing, supports learning from practice and leads to improved patient outcomes.

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas.

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas.