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Introduction

On March 18, 2015, Senate approved the disestablishment of the College of Health Disciplines and the transfer of its activities into the Office of the Provost, effective July 1, 2015. The IHHS courses have been transferred to the School of Social Work, School of Population and Public Health and the Faculty of Land and Food Systems.

Principal's Office
L. Nasmith, Principal
L. Bainbridge, Associate Principal
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Fax: 604.822.2495
Health Disciplines Website

The College is an affiliation of seven faculties that fosters, enhances, and sustains a culture of interprofessional education and interdisciplinary education research for future health and human service practitioners through innovative student learning, collaborative research, and best practices. The affiliated faculties are Applied Science, Arts, Dentistry, Education, Land and Food Systems, Medicine, and Pharmaceutical Sciences. Each of these faculties either represents a health discipline, or is academic home to one (or more) of the health service school(s) or department(s). The term "health" in the title for the College is situated in a broad definition of health that is inclusive of all health and human service programs.1

1 World Health Organization's Thirteenth World Health Assembly in 1977.

The College recognizes the importance of:

  • a common set of pedagogic approaches to interprofessional health education;
  • the need to examine collaborative approaches to practice (clinical) education;
  • the goal of integrated policy approaches in UBC's relations with government;
  • the contribution of the College's divisions to UBC's health and human service programs, and to Place and Promise: The UBC Plan.

The College provides an academic home for a range of interprofessional activities both within and outside the University, activities that are enhanced through collaboration among faculties and programs. Through the programs of the affiliated faculties, the College addresses the need to prepare students who are graduating from health and human service programs, with the knowledge, skills, and attitudes central to interprofessional collaborative practice. These include, for example, an understanding of the role of interprofessional education in educating collaborative practitioners; the role of professional groups in supporting interprofessional practice through competencies, accreditation, and (where appropriate) licensure; using interprofessional curricula to guide health human resource planning and, conversely, using health care trends and strategic directions to inform inteprofessional education; working in partnership with the interests of the health and human service system to facilitate interprofessional practice (clinical) education of students; and conducting research into tools for developing and evaluating interprofessional education, health policy, quality of care, and integrated health human resource planning.

The Council of the College is chaired by the Principal and consists of the directors and heads of faculties, schools, and programs that offer health and human service degrees. Council members are responsible for providing policy direction to the College on issues relating to interprofessional education and related research.

The operational components of the College focus on curriculum, practice education, professional development, research, health care communication (Division), and interprofessional activities/communication. In addition, it sponsors the Health Sciences Student's Association, the Community Health Initiative by University Students, and the Interprofessional Student Advisory Group. The College is administratively responsible for all shared facilities in the Instructional Resources Centre.

The Curriculum Committee provides leadership for issues and initiatives related to theory-based interprofessional education. Specifically, this division:

  • Oversees the evaluation of interprofessional courses and other learning activities supported by the College
  • Assists all the health and human services programs to define educational objectives related to the core competencies for collaborative practice
  • Assists all the health and human service programs to identify educational opportunities to learn about collaborative practice
  • Conducts research to advance knowledge in the area of entry level and graduate interprofessional education
  • Collaborates with the Professional Development Division to ensure that classroom based learning is facilitated by "teachers" knowledgeable and skilled in the area of IPE
  • Collaborates with other post-secondary institutions in the development, implementation, and evaluation of interprofessional learning experiences
  • Participates in research relevant to IP curriculum

The Practice Education Committee provides leadership for issues and initiatives related to practice education in the health and human service programs and practice education that are common across programs. Specifically, this division:

  • Oversees the development, implementation, and evaluation of collaborative practice education experiences
  • Assists the health and human service programs to identify collaborative practice educational opportunities
  • Promotes and facilitates collaborative practice education projects
  • Engages in problem-solving regarding practice education placements
  • Supports and/or provides education for preceptors (e.g., workshops)
  • Participates in research relevant to interprofessional practice education

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