The wolf shall dwell with the lamb: the power dynamics of interprofessional education.

Stalmeijer and Varpio 1 advise us that educational perspectives and practices we nurture will thrive whilst those we ignore will wither. Their allegory of two wolves conceptualises medical education in two ways: a conventional, intraprofessionally-led way; and a less conventional, interprofessional way, where all interdisciplinary members of healthcare teams conjointly lead clinicians' education. They ask whether it would be 'of benefit to patient care to feed both these wolves?'.