Interprofessional education (IPE) is an emerging focus in the professional training of allied health students. To date, IPE has occurred in classroom teaching or case simulations, rather than in the provision of client services. At the University of Queensland, students in occupational therapy, speech pathology and music therapy participate in both on-campus and community-based IPE clinics conducted by university staff. These clinics are planned and implemented to promote interprofessional learning for students, and to provide integrated service provision for children and young people in the community. An adapted version of Bronstein's model of interdisciplinary collaboration is used to guide IPE processes, including team orientation, joint goal-setting and intervention planning, and integrated delivery of therapy sessions. The development and implementation of these IPE clinics is described, together with chal- THERE IS A GROWING emphasis on providing interprofessional education (IPE) opportunities in allied health clinical training environments. 1 The aim of such opportunities is to develop interprofessional practice (IPP) skills which are considered to best meet the needs of clients with a variety of disabilities.2 IPP occurs when professions actively collaborate with each other with the main aim of improving the quality of patient care.3 Social and demographic trends, such as increasing mobility, multiculturalism and ageing populations, demand that health professionals work more collaboratively.4-6 Such collaboration may be facilitated through the exchange of information and sharing of experience between profes- What is known about the topic? Interprofessional education (IPE) is an emerging focus in health education but there are limited opportunities for pre-registration health professional students to have authentic and integrated IPE clinical experience. What does this paper add?This paper describes a series of innovative community-based clinics that provide IPE opportunities for students of occupational therapy, speech-language pathology and music therapy. An adaptation of the Bronstein Model is used to describe the educational processes used in these clinics to promote best practice in interprofessional therapy provision. What are the implications for practitioners?This model provides a template for how a group of practitioners from different disciplines can create opportunities for authentic interprofessional student education, while providing an innovative and cost neutral service with community partners.

Research outlets are increasingly adopting open data policies as a requisite for publication, including studies with human subjects data. We investigated whether open data policies influence participants’ rate of consent by randomly assigning participants to view consent forms with and without discussion of open data policies. No participants declined to participate, regardless of condition, nor did rates of drop-out vs. completion vary between conditions. Furthermore, no significant change in potential consent rates was reported when participants were openly asked about the influence of open data policies on their likelihood of consent. However, follow-up analyses indicated possible poor attention to consent forms, consistent with previous research. Moreover, thematic analysis of participants’ considerations of open data policy indicated multiple considerations such as concerns regarding confidentiality, anonymity, data security, and study sensitivity. The impact of open data policies on participation raises complex issues at the intersection of ethics and scientific innovation. We conclude by encouraging researchers to consider participants as stakeholders in open data policy and by providing recommendations for open data policies in human subjects research.

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This commentary addresses a recent special section on data sharing (i.e., open data) in the February-March 2018 American Psychologist. In 4 articles, the authors outline how open data can positively impact psychology and provide guidelines for adopting open data practices, which we believe is to be commended. However, this special issue has not acknowledged a crucial concern in the open data debate: the views and desires of participants. Participants are the backbone of psychological research and an important stakeholder in open data issues. We review research that has studied participants' opinions of open data and outline concerns regarding open data raised by some groups of participants. We conclude with recommendations, including a call to psychological researchers to move beyond opinion and instead to empirically examine the impact of open data. We believe psychology is a discipline uniquely poised to execute these recommendations and guide researchers' understandings of how to appropriately and ethically implement open data practices across multiple disciplines.

This paper describes the experiences of five women relating to the public performance of their work created in music therapy. Performance within this project included the recording of their work and a subsequent live performance at the launch of a CD created within the project. Programme participants were interviewed and asked to describe their experiences of the song writing process, including recording and the public performance of their work. All participants in the programme had experienced childhood abuse and as such their song creations were intensely personal and at times included painful memories. The women reported many different feelings during the recording and performance process. Overall, all participants found this process to be worthwhile. Case vignettes present the experiences of the women involved in the programme. The paper concludes with considerations for music therapy practitioners.