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Medical Teacher Volume 21, 1999 - Issue 3
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Research Article

Multiprofessional education in undergraduate curricula can work

G.J. MIRES, F.L.R. WILLIAMS, R.M. HARDEN, P.W. HOWIE, M. MCCAREY, A. ROBERTSON Ninewells Hospital and Medical School, Dundee, Scotland
Pages 281-285 | Published online: 03 Jul 2009

  • ARESKOG, N. (1994a) Multiprofessional education at the undergraduate level, in: K. SOOTHILL, L. MACKAY & C. WEBB (Eds) Interprofessional Relations in Health Care (London, Edward Arnold).
  • ARESKOG, N. (1994b) Multi-professional education at the undergraduate level: the Linkoping model. Journal of Interprofessional Care, 8(3), pp. 279-282.
  • BARROWS, H.S. (1986) A taxonomy of problem based learning methods. Medical Education, 20, pp. 481-486.
  • CARPENTER, J. (1995) Interprofessional education for medical and nursing students: evaluation of a programme. Medical Education, 29, pp. 265-272.
  • GOBLE, R. (1994) Multi-professional education in Europe, in: A. LEATHARD (Ed.) Going Inter-professional. Working Together for Health and Welfare (London, Routledge).
  • HARDEN, R.M. (1998) AMEE guide No 12: Multiprofessional education, part 1: Effective multiprofessional education: a three-dimensional perspective. Medical Teacher, 20, pp. 401-407.
  • HORDER, J. (1996) The centre for the advancement of interprofessional education. Education for Health, 9(3), pp. 397-400.
  • PIRRIE, A., WILSON, V., HARDEN, R. & ELSEGOOD, J. (1998) AMEE Guide No 12: Multiprofessional education, Part 2: Promoting cohesive practice in health care. Medical Teacher, 20, pp. 408-415.
  • WAHLSTROM, O., SANDEN, I. & HAMMAR, M. (1997) Multiprofessional education in the medical curriculum. Medical Education, 31, pp. 425-442.
  • WORLD HEALTH ORGANIZATION (1988) Learning Together to Work Together for Health, Technical Report Series 769 (Geneva, WHO).

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