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

Robbie Foy (Robbie Foy is MRC Training Fellow in Health Services Research, Department of Reproductive and Developmental Sciences, University of Edinburgh, Edinburgh, UK.)
Natalie Tidy (Natalie Tidy is ASPIRE Administrator at the Medical Statistics Unit, Fylde College, University of Lancaster, Lancaster, UK.)
Sally Hollis (Sally Hollis is Senior Lecturer, both at the Medical Statistics Unit, Fylde College, University of Lancaster, Lancaster, UK.)

British Journal of Clinical Governance

ISSN: 1466-4100

Article publication date: 1 March 2002

928

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.

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Citation

Foy, R., Tidy, N. and 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

Publisher

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MCB UP Ltd

Copyright © 2002, MCB UP Limited

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