First, we explored significant themes and progress in IPE during the research period from UK documentary sources (Barr, Helme & D’Avray, 2011). Second, we conducted an online survey of all UK universities known to provide pre-qualifying health and social care courses. Third, we invited teachers from selected universities1 to contribute reflective accounts of their experience in initiating and sustaining IPE. Two of the research team then interviewed the authors sometimes with colleagues. We compared and contrasted findings from the three stages of the research.
We acknowledge the limitations of the review within the constraints of the resources on which we had call: its emphases on pre- to the relative exclusion of post-qualifying IPE; on operations rather than outcomes; and on English more than Scottish, Welsh and Northern Irish developments without reference to those in Europe and internationally of which they are part.
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