This work builds on a sustained and coherent research corpus which has been developed over the last twenty years, commencing in 2002. During this period, the focus of my research has been interprofessional learning (IPL) characterised by the interactions that occur between students of different professional groups (Barr, et al. 2005). This has been explored both in university and practice settings, and has included substantial team awards of £1,000,000 (2002-2005) and £5,000,000 (2005-2010). In the first decade (2002 onwards), I undertook extensive primary research thoroughly immersed in the field (Bluteau & Jackson, 2005; Jackson & Bluteau, 2007; Bluteau & Krumins, 2008; Bluteau & Jackson, 2009a; Jackson & Bluteau, 2009a; 2009b). The second decade (2012-present) has enriched, deepened and consolidated my role as a leader within this arena, and has produced a second wave of publications which form the basis of this critical overview and portfolio. My portfolio of research is highly original, with models and theory drawn from outside the studied domain (Bronfenbrenner (1979; 1986; 1995); Garrison & Archer (2000); Garrison, Anderson & Archer (2000); Mausse, 1954; Rogers (1951; 1957; 1974; 1980; 1983; Winnicott, 1971). These innovative articles have brought fresh insights into the studied context, redefining the concerns and challenges regarding the creation and implementation of sustainable online IPL. The portfolio has been explored by employing an autoethnographic approach, characterised by self–reflecting upon my personal journey and critically analysing how this experience has led me to understand the culture and influence of online IPL. This has illustrated the coherence of my work by retracing my steps through my journey as a leader in the field, and as a research apprentice, to re-examine the ‘golden thread’ of online IPL
