Academic journal article The Qualitative Report

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

Academic journal article The Qualitative Report

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

Article excerpt

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 centred 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.

Key Words: Interprofessional Education and Management of Action Research


An Action Research (AR) approach (Carr & Kemmis, 1986) is being undertaken to understand and promote interprofessional education in the Faculty of Health Sciences at Queen's University, Kingston, Ontario, Canada. The first paper in this series (Paterson et al., 2007) focused on demonstrating the credibility of a critical action approach for research in interprofessional education (IPE). This second paper of a series focuses on the day-to-day action of research through the management of the project and highlighting the progress of IPE. Critical action research (CAR) (Higgs, 2001) does not occur in isolation. There are often several issues that require action to occur simultaneously. Action research was chosen as the most appropriate methodology to study the transformation of health education to accommodate interprofessional learning opportunities for pre- and post-licensure learners. Interprofessional teaching and learning activities are becoming increasingly more common with the recognition of the value of team-work in health care (Lemieux-Charles & McGuire, 2006).

We have argued that health care professionals share common competencies, so teaching and learning together makes sense (Verma, Paterson, & Medves, 2006). A close examination of curricula offered in academic health science centres offers many opportunities for interprofessional teaching and learning, and the challenge is to exploit these opportunities. At Queen's University we had a unique opportunity with external funding through Health Canada to develop interprofessional teaching and learning. The process of developing the critical action research project through team building of faculty, and inclusion of students and patients, requires an assessment of the status quo; an environmental scan and a plan to transform through change processes. A critical action research project is established if there is built-in reflection in action (Schon, 1983) and assessment of change through evaluation as both a formative and summative exercise. The process by which this project developed in the first two years is presented to allow the reader to assess the evolution of the project.


The Romanow Report (Health Canada, 2002) led to a call for proposals from Health Canada for Interprofessional Education for Collaborative Patient Centred Practice (IECPCP). Twenty projects were funded across the country. A 21st project bought all the projects together to share resources, processes, and provide a forum for developing interprofessional education and practice across the country. One project, the Queen's University Inter Professional Patient-centred Education Direction (QUIPPED), was funded in July 2005. The goal of the project was to "create an interprofessional education environment at Queen's University that enhances the ability of learners and faculty to provide patient-centred care, while recognizing the contribution of the health care team within a respectful and collaborative framework". …

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