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Inter-professional learning in primary care: lessons from an action-learning programme.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Inter-professional learning in primary care: lessons from an action-learning programme. / Fox, Robbie; Tidy, Natalie; Hollis, Sally.
In: British Journal of Clinical Governance, Vol. 7, No. 1, 2002, p. 40-44.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Fox, R, Tidy, N & Hollis, S 2002, 'Inter-professional learning in primary care: lessons from an action-learning programme.', British Journal of Clinical Governance, vol. 7, no. 1, pp. 40-44. https://doi.org/10.1108/14664100210418020

APA

Fox, R., Tidy, N., & Hollis, S. (2002). Inter-professional learning in primary care: lessons from an action-learning programme. British Journal of Clinical Governance, 7(1), 40-44. https://doi.org/10.1108/14664100210418020

Vancouver

Fox R, Tidy N, Hollis S. Inter-professional learning in primary care: lessons from an action-learning programme. British Journal of Clinical Governance. 2002;7(1):40-44. doi: 10.1108/14664100210418020

Author

Fox, Robbie ; Tidy, Natalie ; Hollis, Sally. / Inter-professional learning in primary care: lessons from an action-learning programme. In: British Journal of Clinical Governance. 2002 ; Vol. 7, No. 1. pp. 40-44.

Bibtex

@article{a33901d99f6d42e6b08ed6b3075c9f7c,
title = "Inter-professional learning in primary care: lessons from an action-learning programme.",
abstract = "The potential of inter-professional education and training in primary care is increasingly being recognised, especially in light of UK policy developments relating to clinical governance and primary care groups and trusts. Action to Support Practices Implementing Research Evidence (ASPIRE) was set up in North-west England in 1997 to assist primary care teams in finding, appraising and applying evidence. Outlines some of the lessons learned and questions raised about the feasibility of such inter-professional initiatives. It was necessary to gear the programme to meet the various expectations and needs of different professionals. Target setting by teams and the provision of protected time within a structured framework appeared to yield direct and indirect benefits to participants. However, there is a need for much more rigorous evaluation of multidisciplinary programmes with regard to their ability to overcome traditional hierarchies and barriers, their effectiveness in improving practice and their longer-term costs and benefits.",
keywords = "Clinical governance, Continuing professional development, Education, Health care",
author = "Robbie Fox and Natalie Tidy and Sally Hollis",
year = "2002",
doi = "10.1108/14664100210418020",
language = "English",
volume = "7",
pages = "40--44",
journal = "British Journal of Clinical Governance",
issn = "1466-4100",
publisher = "Emerald Group Publishing Ltd.",
number = "1",

}

RIS

TY - JOUR

T1 - Inter-professional learning in primary care: lessons from an action-learning programme.

AU - Fox, Robbie

AU - Tidy, Natalie

AU - Hollis, Sally

PY - 2002

Y1 - 2002

N2 - The potential of inter-professional education and training in primary care is increasingly being recognised, especially in light of UK policy developments relating to clinical governance and primary care groups and trusts. Action to Support Practices Implementing Research Evidence (ASPIRE) was set up in North-west England in 1997 to assist primary care teams in finding, appraising and applying evidence. Outlines some of the lessons learned and questions raised about the feasibility of such inter-professional initiatives. It was necessary to gear the programme to meet the various expectations and needs of different professionals. Target setting by teams and the provision of protected time within a structured framework appeared to yield direct and indirect benefits to participants. However, there is a need for much more rigorous evaluation of multidisciplinary programmes with regard to their ability to overcome traditional hierarchies and barriers, their effectiveness in improving practice and their longer-term costs and benefits.

AB - The potential of inter-professional education and training in primary care is increasingly being recognised, especially in light of UK policy developments relating to clinical governance and primary care groups and trusts. Action to Support Practices Implementing Research Evidence (ASPIRE) was set up in North-west England in 1997 to assist primary care teams in finding, appraising and applying evidence. Outlines some of the lessons learned and questions raised about the feasibility of such inter-professional initiatives. It was necessary to gear the programme to meet the various expectations and needs of different professionals. Target setting by teams and the provision of protected time within a structured framework appeared to yield direct and indirect benefits to participants. However, there is a need for much more rigorous evaluation of multidisciplinary programmes with regard to their ability to overcome traditional hierarchies and barriers, their effectiveness in improving practice and their longer-term costs and benefits.

KW - Clinical governance

KW - Continuing professional development

KW - Education

KW - Health care

U2 - 10.1108/14664100210418020

DO - 10.1108/14664100210418020

M3 - Journal article

VL - 7

SP - 40

EP - 44

JO - British Journal of Clinical Governance

JF - British Journal of Clinical Governance

SN - 1466-4100

IS - 1

ER -