Building best practice in faculty development for interprofessional collaboration in primary care.

摘要

In the current climate of revising and restructuring primary care in Canada, collaborative patient-centred care has emerged as a key element in the provision of primary health care. Access to a primary care provider is a major social accountability issue that health professional educators in Canada need to address. The Canadian government has begun to consider interprofessional collaboration as one of the solutions to assist with the issue of access as it is related to a health human resource shortage in this country (Health Canada, 2004). The literature has demonstrated that interprofessional collaboration positively affects outcomes for: the patient, the professional, the organization, and the system (D'Amour, Ferrada-Videla, San Martin-Rodriguez, & Beaulieu, 2005). Optimizing the ability for health professionals to work in healthcare teams where the care provided is specifically linked to the population need of the community served is a new concept that requires thoughtful methods of consideration. Minimal work has taken place to educate health care professionals how to work in teams. Little is known about effective processes to teach team-based care, particularly in primary care settings (Oandasan & Reeves, 2005).