Accreditation as a driver of interprofessional education: the Canadian experience.

ABSTRACT:

Background

The purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges experienced by HASC academic programs in meeting their IPE-relevant accreditation standards; and (3) articulate the impacts of IPE-relevant accreditation standards on enabling interprofessional learning to the global HASC academic community.

Methods

Profession-specific (bilingual, if requested) surveys were developed and emailed to the Deans/Academic Program Directors of eligible academic programs with a request to forward to the individual who oversees IPE accreditation. Responses were collate

SUBMITTER: Azzam MB 

PROVIDER: S-EPMC9412779 | biostudies-literature | 2022 Aug

REPOSITORIES: biostudies-literature