Pre registration health and social care students undertake IPL to optimise their interprofessional working skills in preparation for the reality of their future professional practice (Department of Health 2000). The importance of preparing students’ tutors for interprofessional education (IPE) has also been identified (Barr, 2002) as well as the value of using the "IPL team as a way of role modelling" (Cooper, 2004). Additionally tutors’ experiences of IPL can be used as a resource to support student learning (Page and Meerabeau 2004). Nine academic tutors were interviewed in this qualitative study which explored their experiences of planning and implementing a new IPL programme. Tutors described difficulties in relinquishing power, tribalistic behaviour, ineffective communication and geographical constraints during the planning process which hampered their own IPL teamwork. A ‘parallel process’ is identified indicating how tutor experiences in surmounting these issues mirror many of the same skills that the tutors aim to develop in supporting student learners during the IPL programme. Findings are interpreted alongside discussion of the ‘parallel process’ and practical strategies for responding to the challenges of IPL are identified. The value of tutor reflection is discussed in relation to tutors being able to optimally position themselves to support student learners and be effective role models for diverse groups of students undertaking IPL programmes
