Background: The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Methods: Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A caseÁcontrol study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results: In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p 00.006) and pharmacy students (p 00.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Conclusion: Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Online Orchestra is a telematic performance project, aimed at enabling young and amateur musicians in geographically remote locations to make music together over the Internet. This article describes the contexts out of which the project emerged, including an overview of the benefits of ensemble performance, and a survey of precedent telematic performance projects. It goes on to describe how the starting premises of Online Orchestra respond to these contexts and ends with a summary of Online Orchestra's approach, and its key findings. The article describes in particular how many recent telematic performance projects rely on specialist networks and equipment, and that alternative design solutions are necessary, and possible, in order to reach young and amateur musicians in their own remote locations.

Online Orchestra is a telematic performance project, aimed at enabling young and amateur musicians in geographically remote locations to make music together over the Internet. This article reports the processes by which the audio and video peripheral equipment used for Online Orchestra was chosen and how the system was designed and used. Starting with an overview of guiding design principles, a description of methods for choosing, integrating and configuring audio and video hardware is presented. Following the development of the project from initial workgroups to the pilot performance of Online Orchestra, this article compares the 'ideal' test scenarios of workgroups with the reality of deploying the technology in a performance context and concludes with an account of using the system on site.

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