Research and evaluation: The present and the future

Thistlethwaite, J

Research and evaluation: The present and the future

Thistlethwaite, J

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Publication Type:: Chapter
Citation:: Leading Research and Evaluation in Interprofessional Education and Collaborative Practice, 2016, pp. 355 - 368
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Thistlethwaite, J	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	Leading Research and Evaluation in Interprofessional Education and Collaborative Practice, 2016, pp. 355 - 368	en_US
dc.identifier.isbn	9781137537423	en_US
dc.identifier.uri	http://hdl.handle.net/10453/102134
dc.description.abstract	© The Author(s) 2016. In the field of interprofessional education (IPE) as academics we are continuously asked: ‘What is the evidence for IPE?' The question is really about effectiveness and outcomes, and has the sub-text of ‘Why should we change what we do?’ So, does IPE work? In our experience there are fewer questions posed about the effectiveness of team-based practice yet ‘learning together to work together’ (WHO, 1988) seems inherently logical, in the same way that clinically-based education is necessary for clinical practice. Those health systems, which have the luxury of employing a diverse range of health and social care professionals, work on the premise that no one practitioner knows everything or has all the skills required for health care delivery in an increasingly complex environment. However, there are still many areas relating to interprofessional collaborative practice (IPECP) that need exploring and greater understanding through well-designed research projects. These include uncertainties about leadership and ‘followership’, hierarchies and power relationships, the nature of interprofessional identity and that of collaborative practice (CP) itself.	en_US
dc.relation.ispartof	Leading Research and Evaluation in Interprofessional Education and Collaborative Practice	en_US
dc.relation.isbasedon	10.1057/978-1-137-53744-7_17	en_US
dc.title	Research and evaluation: The present and the future	en_US
dc.type	Chapter
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© The Author(s) 2016. In the field of interprofessional education (IPE) as academics we are continuously asked: ‘What is the evidence for IPE?' The question is really about effectiveness and outcomes, and has the sub-text of ‘Why should we change what we do?’ So, does IPE work? In our experience there are fewer questions posed about the effectiveness of team-based practice yet ‘learning together to work together’ (WHO, 1988) seems inherently logical, in the same way that clinically-based education is necessary for clinical practice. Those health systems, which have the luxury of employing a diverse range of health and social care professionals, work on the premise that no one practitioner knows everything or has all the skills required for health care delivery in an increasingly complex environment. However, there are still many areas relating to interprofessional collaborative practice (IPECP) that need exploring and greater understanding through well-designed research projects. These include uncertainties about leadership and ‘followership’, hierarchies and power relationships, the nature of interprofessional identity and that of collaborative practice (CP) itself.

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http://hdl.handle.net/10453/102134