The Constant Cycle: Day to Day Critical Action of the QUIPPED Project

Authors

Jennifer M. Medves, Queen's University
Sarita Verma, University of Toronto
Teresa Broers, Queen's University

Abstract

Action research in the critical paradigm involves a process of continual refection in and on action including the research process itself. In the second in a series of several papers we report on the day-to-day management of the QUIPPED project. The aim was to facilitate patient centered care through inter-professional collaboration with health care learners at a Canadian university. Reflections of the continuum from early conceptualization of the project in 2004 through to lessons learned in 2008 are described. Key components include the importance of team development, overall coordination, and attention to logistical and structural issues are explored. The importance of learner driven initiatives as well as the need to prepare faculty for inter-professional teaching cannot be emphasized enough.

Keywords

Interprofessional Education and Management of Action Research

Publication Date

12-1-2008

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2008.1572

Recommended APA Citation

Medves, J. M., Verma, S., & Broers, T. (2008). The Constant Cycle: Day to Day Critical Action of the QUIPPED Project. The Qualitative Report, 13(4), 531-543. https://doi.org/10.46743/2160-3715/2008.1572