title: Scientific rigour and innovations in participatory action research investigating workplace learning in continuing interprofessional education.
abstract: The persistent theory-practice gap shows how challenging it can be for healthcare professionals to keep updating their practices. The continuing education challenges are partly explained by the tremendous stream of new discoveries in health and the epidemic of multi-morbid conditions. Participatory action research (PAR) is used in healthcare as a research approach that capitalizes on people's resources to better understand and enhance their professional practices. PAR thus can consolidate our knowledge on workplace learning in continuing interprofessional education while directly improving quality of care. However, PAR lacks clear scientific criteria to ensure the consistency between the investigators' methodology and philosophy, which jeopardize its credibility. This paper outlines the principles of rigour in PAR and describes the additions of a preliminary planning phase to Kemmis and McTaggart's PAR description as well as the use of the professional co-development group, an action-oriented data collection method. We believe that this will help PAR co-participants achieve improved scientific rigour and encourage more investigators to collaborate through this research approach contributing to the advancement of knowledge on workplace learning in continuing interprofessional education.
authors.affiliation: Faculty of Nursing and.
authors.forename: Sophie
authors.initials: S
authors.lastname: Langlois
authors.forename: Johanne
authors.initials: J
authors.lastname: Goudreau
authors.forename: Lyne
authors.initials: L
authors.lastname: Lalonde
mesh_terms: D055812:Community-Based Participatory Research / Q000592:standards*; D004496:Education, Continuing / Q000379:methods; D006801:Humans; D007318:Inservice Training; D033183:Interdisciplinary Communication; D007858:Learning; D017145:Models, Educational; D017132:Workplace