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The Canadian government supports the transformation of education for health care providers based on the recognized need for an inter-professional collaborative approach to care. This first paper in a series of papers demonstrates the credibility of an action research approach for the promotion and understanding of inter-professional education (IPE). Located in the critical paradigm, this action research project is concerned with creating an educational environment that enhances the ability of learners and educators to provide patient-centred care through inter-professional collaboration. The QUIPPED project has invited various stakeholders (faculty and learners from various disciplines, consumers of health care, university administration and clinicians) to participate in the collaborative transformation of the educational culture and the co-creation of a shared knowledge for IPE. (Contains 3 figures.)

Action research in the critical paradigm involves a process of continual refection in and on action including the research process itself. In the second in a series of several papers we report on the day-to-day management of the QUIPPED project. The aim was to facilitate patient centred care through inter-professional collaboration with health care learners at a Canadian university. Reflections of the continuum from early conceptualization of the project in 2004 through to lessons learned in 2008 are described. Key components include the importance of team development, overall coordination, and attention to logistical and structural issues are explored. The importance of learner driven initiatives as well as the need to prepare faculty for inter-professional teaching cannot be emphasized enough. (Contains 2 figures.)

A new inter-professional subject has been offered at a Canadian university, which examines issues related to professionals’ integrating into rural practice; understanding the history and geography of rural communities and important issues affecting life in rural settings. [ABSTRACT FROM AUTHOR]