THE ACADEMIC LIFE: ALWAYS KNIGHTS MOVE

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• THE ACADEMIC LIFE ALWAYS KNIGHTS MOVE
• John H.V. Gilbert, Ph.D
• Principal

Working Together for Better Health, December 18,
2003
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IS HISTORY BUNK?

• Interprofessional Education (IPE) came from
  somewhere
• The CHSIE came from somewhere
• The support came from somewhere
• Were all going somewhere

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ITS A PUZZLEMENT(The King of Siam)

• Whats in it for WHO ?
• Whos taking it WHERE ?
• Collaborate or WHAT ?

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ITS NOT A SEA OF TROUBLE

• And now gentlemen, said DArtagnan,
• without stopping to explain his conduct
• to Porthos, All for one, one for all
• that is our motto, is it not ?

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ALL FOR ONE

• Explain
• Maintain
• Sustain
• OR Promote, Provide, Conduct
• (CHSIE Mission Goals)

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IN HERE, OUT THERE

• Was no more than his due who
• brought good news from Ghent
• (Browning)
• Our Community, Our Partners
• Macy Bridges
• FLIEPPS
• Harborview
• Salvation Army Adult Rehabilitation Centre
• et alia

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AND GLADLY WOLDE HE LERNE AND
GLADLY TECHE (CHAUCER)

• Students
• Our Ambassadors, Our Partners, Our Clerks of
  Oxenford
• Where are they ?
• Who are they ?
• When are they in IPE?

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CONUNDRUMS

• I cannot forecast to you the
• action of Russia. It is a riddle wrapped in a
  mystery inside an enigma (Churchill)

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HOW DO WE I ?

• Recognize involvement
• faculty and student
• Market the programs
• web, newsletters, on the desks of the decision
  and opinion makers
• Trumpet Successes Its all about the
• patient/client isnt it?

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HOW DO WE II ?

• Go system wide
• Answer the question
• Wheres Medicine? (like Waldo?)
• Build the network of likeminded
• Go beyond graduation

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COMMUNITYThe World As We See It

• From diagnosis to treatment, from
• needs assessment to commissioning
• all are now fundamentally participatory
• activities of partnership for health
• professionals (Meads, G. chp 3, p.7)
• Base the system on health needs and
• outcomes assessments, not on numbers
• of professionals (Meads, G. op cit.)

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THE CHALLENGE OF CHANGE

• And it ought to be remembered that there is
• nothing more difficult to take in hand, more
• perilous to conduct, or more uncertain in its
• success, than to take the lead in the
  introduction
• of a new order of things. Because the innovator
• has for enemies all those who have done well
• under the old conditions, lukewarm defenders in
• those who may do well under the new .
• Nicolo Machievelli (1513- 1516) The Prince
•  

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WHITHER SCHOLARSHIP ?

• I often say that when you can measure what you
  are speaking about, and express it in numbers,
  you know something about it but when you cannot
  express it in numbers, your knowledge is of a
  meagre and unsatisfactory kind it may be the
  beginning of knowledge, but you have scarcely in
  your thoughts advanced to the state of Science,
  whatever the matter may be. (Lord Kelvin)

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MOUNTAINS TO CLIMB

• Where is the evidence?
• What is the evidence?
• How to evaluate the outcomes?

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DO WE MOVE IT WITH A PLANE? ON A
TRAIN ? (APOLOGIES TO DR. SEUSS)

• Scholarly Organizations
• Research Funding
• Students
• Practice Education
• Knowledge Dissemination

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LESSONS TO LEARN

• Changing a college curriculum is like
• moving a graveyard - you never know
• how many friends the dead have until
• you try to move them.
  

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ACKNOWLEDGEMENT

• The Roman poet Marcus Lucan
• Pygmies placed on the shoulders
• of giants see more than the giants
• themselves

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www.health-sciences.ubc.ca
john.gilbert_at_ubc.ca