Partnerships for interprofessional learning: marriages and
divorces Professor Hugh Barr and Dr Marion Helme Interprofessional
Education Research Group (IPERG) (St Georges London and Kingston
University)
Slide 2
The context: growth of IPE nationally and internationally World
IPE and collaborative practice coordinating committee membership
2013 CAIPE: Centre for Advancement of Interprofessional Education
American Interprofessional Health Collaborative (AIHC) Canadian
Interprofessional Health Collaborative (CIHC) European
Interprofessional Practice and Education Network (EIPEN)
Australasian Interprofessional Practice and Education Network
(AIPPEN) Nordic Interprofessional Network (NIPNet) Japan
Association for interprofessional Education (JAIPE) Others Global
Research Interprofessional Network (GRIN) Towards Unity for Health
(TUFH) Western Canadian Interprofessional Health Collaborative
(WCIHC) IN2THEORY National Centre of Interprofessional Education
and Collaborative Practice
Slide 3
IPERG Interprofessional Education Research Group Professor Hugh
Barr, Dr Lynda DAvray, Dr Marion Helme 2010 2013 researching the
development of formal undergraduate interprofessional education in
health and social care in the UK since 1997 Independent, supported
by St Georges London and Kingston University, Professor Jill
Thistlethwaite (University of Warwick/ Queensland) UK Higher
Education Academy
Slide 4
Developing Interprofessional Education in Health and Social
Care Courses in the United Kingdom. Barr, H., Helme, M. and DAvray,
L. (2011) Occasional Paper 12 Higher Education Academy Subject
Centre for Health Sciences and Practice A Survey of Pre-
registration Interprofessional Education in the United Kingdom
2010-2012 Hugh Barr, Marion Helme Lynda DAvray and Jill
Thistlethwaite (awaiting on line publication, available on request
from [email protected]) IPERG: Research strands and
publications
Slide 5
Final IPERG report Content Update of thematic review 8
reflective studies Analysis and conclusions Recommendations Themes
Starting out impetus and opportunity Keeping going adapting,
persisting Leadership and governance Structures, systems and
culture Student pathways, learning and teaching, classroom and
practice Relationships and partnerships
Slide 6
(Some) conclusions IPE is/has been the art of the possible:
political, complex and context dependent There is increasing
evidence of (and strength in) common language, objectives, values,
theoretical basis and what works Managing the competing demands of
different professions requires persistence, tenacity and
flexibility Relationships and partnerships ..
Slide 7
Partnerships for IPE/IPL Arranged marriages? Shotgun marriages?
Marriages of convenience? Third party? Polygamous marriages? Quasi
incestuous relations?
Slide 8
Reasons to get together (institutions, organisations) to
assemble the (optimum) mix of professional groups for the proposed
IPE programme? to assemble the (optimum) mix of teaching resources
and expertise? to include institutions lacking sufficient health
and social care professions to go it alone? to strengthen
applications for funding? synergy?
Slide 9
Survival More likely to survive if: Positive relations between
people at senior levels in the HEIs/organisations? Pre-existing
institutional agreements? Previous successful collaborations?
Complementing (not duplicating) courses? Proximity? Adaptability?
Compatible technology?
Slide 10
Survival Less likely to survive if: the same professions taught
in [both] institutions? the institutions are obliged to compete for
funding from the same sources? arrangements for partnership are too
complex and too costly to sustain? the distance between the
institutions is too great (geography, history)? the cultural
differences are too wide? no planning for succession
Slide 11
Discussion questions How to prepare students to work
collaboratively with professions little encountered in their
training? How to maintain contact? How to maintain partnerships
under conditions of uncertainty? How to manage loss, continuity and
ownership of ongoing work after divorce? How to develop new
relationships and minimise disruption?
Slide 12
For the future of undergraduate IPE raising the stakes
Improving the governance of IPE for quality and continuity
Identifying explicit, equitable and comparable student pathways of
interprofessional learning through the curriculum Enhancing the
preparation and support for teachers and facilitators Reaching
beyond health and social care
