Testing theory in interprofessional education: Social capital as a case study
Theory is essential to understand our interprofessional educational (IPE) practice. As a discipline, IPE has moved from being widely atheoretical to having a plethora of theories imported from the psychosocial disciplines that have utility to understand, articulate and improve IPE practice and evaluation. This paper proposes that when taking this deductive approach to theoretical development in IPE, a greater focus must now be placed on the rigorous testing of these theories within the IPE context.
IN-2-THEORY NETWORK
We are an international network closely affiliated to, and an overlapping membership with, GRIN. We aim to develop social science theory, and explore its practical application, in interprofessional collaborative practice (IPC), interprofessional education (IPE) and research. We aim to build sustainable working relationships with international colleagues to strengthen theoretical underpinnings of IPC and IPE and bridge the gap between theory and practice.
Interagency Training to Support the Liaison and Diversion Agenda
In England and Wales there are an unacceptably large number of people in prison or in contact with the criminal justice system who have mental health issues. Integrated and effective interagency collaboration is required between the criminal justice system and mental health services to ensure early diagnosis, treatment, appropriate sentencing or diversion of these individuals from the criminal justice systems into mental health services. Diversion and liaison schemes are proposed as a means to integrated service provision through positioning mental health professionals wit
Theoretical insights into interprofessional education: AMEE Guide No. 62
In this Guide, we support the need for theory in the practice of interprofessional education and highlight a range of theories that can be applied to interprofessional education. We specifically discuss the application of theories that support the social dimensions of interprofessional learning and teaching, choosing by way of illustration the theory of social capital, adult learning theory and a sociological perspective of interprofessional education.
A Comparison of two scales for assessing health professional students' attitudes toward interprofessional learning
A peer-reviewed research paper comparing the properties of the IEPS and the RIPLS for measuring attitudes of three health professions (medicine, physicain assistant studies and pharmacy).
MPOC: Measurement of Processes of Care
The Measure of Processes of Care (pronounced "em-pock") is a well-validated and reliable self-report measure of parents' perceptions of the extent to which the health services they and their child(ren) receive are family-centred. The original version of MPOC is a 56-item questionnaire; as of 1999 there is a shorter, 20-item version. MPOC has been used internationally in many evaluations of family-centred service.
Enabling Collaboration Within Health Systems
Enabling collaboration is presently a topic of great interest within the Canadian health system. Perhaps due to its inherent complexity, collaboration in not easily summarized in a single definition, nor has its efficacy been validated through empirical evidence. Until proven otherwise, an ongoing justification for improving collaboration in health systems remains that it intuitively makes sense.
