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Journal of Interprofessional Care Volume 33, 2019 - Issue 6
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Changes in attitudes of undergraduate students learning interprofessional education in the absence of patient safety modules: evaluation with a modified T-TAQ instrument

Hideomi WatanabeCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Graduate School of Health Sciences, Gunma University, Maebashi, Japan;Gunma University Initiative for Advanced Research, Maebashi, JapanCorrespondence[email protected]
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Takatoshi MakinoCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Graduate School of Health Sciences, Gunma University, Maebashi, JapanView further author information
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Yoshiharu TokitaCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Graduate School of Health Sciences, Gunma University, Maebashi, JapanView further author information
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Mikiko KishiCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Center for Medical Education, Graduate School of Medicine, Gunma University, Maebashi, JapanView further author information
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Bumsuk LeeCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Graduate School of Health Sciences, Gunma University, Maebashi, JapanView further author information
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Hiroki MatsuiCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Graduate School of Health Sciences, Gunma University, Maebashi, JapanView further author information
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Hiromitsu ShinozakiCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Graduate School of Health Sciences, Gunma University, Maebashi, JapanView further author information
&
Akinori KamaCentre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan;Gunma University Initiative for Advanced Research, Maebashi, JapanView further author information
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Pages 689-696 | Received 05 Nov 2018, Accepted 20 Mar 2019, Published online: 25 Apr 2019

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Read on this site (1)

Elizabeth Cleary, Jacqueline Bloomfield, Astrid Frotjold & Carl Schneider. (2023) A realist synthesis of interprofessional patient safety activities and healthcare student attitudes towards patient safety. Journal of Interprofessional Care 0:0, pages 1-31.
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Articles from other publishers (3)

Norman Cadiz Belleza & Maureen Johnson. (2023) Designing a Conceptual Framework to Align Learning Objectives to the Interprofessional Education Collaborative Core Competencies: A Narrative Review. Philippine Journal of Physical Therapy 2:2, pages 36-52.
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Kazuhiro Miyata, Yuichi Aita, Syuichi Nakajima, Michiharu Sekimoto, Yukako Setaka, Yoshika Tagoya, Toshiyuki Aoyama, Takami Maeno, Masahiko Monma, Kazuhide Tomita & Haruhiko Ninomiya. (2022) Effectiveness of a case-based digital learning interprofessional workshop involving undergraduates in medical technology, radiological science, and physical therapy: A pre–post intervention study. PLOS ONE 17:7, pages e0270864.
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Francis A. Albert, Aduli E. O. Malau-Aduli, Melissa J. Crowe & Bunmi S. Malau-Aduli. (2021) The ‘PRICE’ of Physical Activity Referral Schemes (PARS): Stakeholders’ Recommendations for Delivering Quality Care to Patients. International Journal of Environmental Research and Public Health 18:16, pages 8627.
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