Chapitres de livre
Leading research and evaluation in interprofessional education and collaborative practice
Barr (2007) and Carpenter and Dickinson (2008) have argued that context helps define the content and strategies required to design, implement and evaluate interprofessional education (IPE). Two aspects of context—strategic and theoretical—define the ongoing initiative we present in this chapter. On a strategic level, this project is at the confluence of two opportunities at Université du Québec à Chicoutimi (UQAC): a relentless drive by the university’s senior leaders to integrate interdisciplinary practice in teaching and research, and their firm commitment to strengthen the links between the university and its surrounding community (UQAC, 2013). Like other universities in North America, UQAC faces the challenge, amid shrinking financial resources, of readying its students in the health professions for the increasing complexity of chronic care, an ageing population, and the higher digital connectivity and rapid transportation of people, goods and services (Fraser & Greenhalgh, 2001; Soubhi, 2007). Although the financial environment has placed discouraging challenges on several professional programmes, by combining resources and aligning visions, partnerships between university departments and between the university and community organisations can help resolve some of these challenges. The present initiative seeks to leverage the strength of these joint alliances by adopting Interprofessional and Citizenship Education (IPECE) as an organising principle to prepare graduates in the health professions for collaborative practice and civic engagement, two essential skills sets in a rapidly changing and complex health care environment (Committee on Quality of Health Care in America—Institute of Medicine, 2001).