Interprofessional learning and higher education structural barriers.
Structural changes need to be made within universities such that interprofessional education for patient-centred collaborative practice becomes a responsibility that crosses faculty jurisdictions and is accepted as the responsibility of all associated health and human service programs. In communities, the patient or client is the centre of professional attention requiring care that goes beyond the skill and scope of any one profession. Notions about collaboration inform and drive interprofessional education and should lead to sustainable system changes within centres of advanced education that ensure a permanent place for interprofessional education in all health and human service programs. This chapter explores the many barriers to achieving this goal, and offers insights into their removal from one university's experience.
Gilbert
John H V
JH
College of Health Disciplines, University of British Columbia, Vancouver, Canada. john.gilbert@ubc.ca
D001955:British Columbia; D003479:Curriculum; D004517:Education, Professional / Q000458:organization & administration*; D006281:Health Occupations / Q000193:education*; D006801:Humans; D007400:Interprofessional Relations; D010348:Patient Care Team; D018802:Patient-Centered Care; D014495:Universities