Student participation in the development of interprofessional education courses: Perceptions and experiences of faculty members and the students

References

• Barr H, Koppel I, Reeves S, Hammick M, Freeth DS. 2005. Effective interprofessional education: argument, assumption and evidence. Oxford (UK): Blackwell Publishing.
   Google Scholar
• Bicket M, Misra S, Wright SM, Shochet R. 2010. Medical student engagement and leadership within a new learning community. BMC Med Educ. 10:20.
   PubMed Web of Science ®Google Scholar
• Bland CJ, Starnaman S, Wersal L, Moorhead-Rosenberg L, Zonia S, Henry R. 2000. Curricular change in medical schools: how to succeed. Acad Med. 75:575–594.
   PubMed Web of Science ®Google Scholar
• Bohrer A, Heinze C, Höppner H, Behrend R, Czakert J, Hitzblech T, Kaufmann I, Maaz A, Räbiger J, Peters H. 2016. Berlin in motion: interprofessional teaching and learning for students in the fields of medicine, occupational therapy, physiotherapy and nursing (INTER-MEPP). GMS J Med Educ. 33:Doc34.
   PubMed Web of Science ®Google Scholar
• Bordage G, Harris I. 2011. Making a difference in curriculum reform and decision-making processes. Med Educ. 45:87–94.
   PubMed Web of Science ®Google Scholar
• Bovill C, Cook‐Sather A, Felten P. 2011. Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers. Int J Acad Dev. 16:133–145.
   Google Scholar
• Cress CM, Astin HS, Zimmermann-Oster K, Burkhardt JC. 2001. Developmental outcomes of college students' involvement in leadership activities. J Coll Stud Dev. 42:15.
   Web of Science ®Google Scholar
• Dhaese SAM, Van de Caveye I, Bussche PV, Bogaert S, De Maeseneer J. 2015. Student participation: to the benefit of both the student and the faculty. Educ Health. 28:79–82.
   PubMed Web of Science ®Google Scholar
• Freeth DS, Hammick M, Reeves S, Koppel I, Barr H. 2005. Effective interprofessional education: development, delivery, and evaluation. Oxford: Blackwell Publishing.
   Google Scholar
• Gilbert JH. 2005. Interprofessional learning and higher education structural barriers. J Interprof Care. 19:87–106.
   PubMedGoogle Scholar
• Hall P. 2005. Interprofessional teamwork: professional cultures as barriers. J Interprof Care. 19:188–196.
   PubMedGoogle Scholar
• Kahu ER, Nelson K. 2018. Student engagement in the educational interface: understanding the mechanism of student success. High Educ Res Dev. 37:58–71.
   Web of Science ®Google Scholar
• Kuckartz U. 2014. Qualitative text analysis: a guide to methods, practice and using software. London (UK): Sage.
   Google Scholar
• Lapkin S, Levett-Jones T, Gilligan C. 2013. A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Educ Today. 33:90–102.
   PubMed Web of Science ®Google Scholar
• Maaz A, Hitzblech T, Arends P, Degel A, Ludwig S, Mossakowski A, Mothes R, Breckwoldt J, Peters H. 2018. Moving a mountain: practical insights into mastering a major curriculum reform at a large European medical university. Med Teach. 40:453–460.
   PubMed Web of Science ®Google Scholar
• Martens SE, Meeuwissen SNE, Dolmans D, Bovill C, Könings KD. 2019. Student participation in the design of learning and teaching: disentangling the terminology and approaches. Med Teach. DOI:10.1080/0142159X.2019.1615610
   PubMed Web of Science ®Google Scholar
• Menon ME. 2003. Student involvement in university governance: a need for negotiated educational aims? Tert Educ Manage. 9:233–246.
   Google Scholar
• Nock L. 2016. Interprofessional teaching and learning in the health care professions: a qualitative evaluation of the Robert Bosch Foundation's grant program” Operation Team”. GMS J Med Educ. 33:Doc16.
   PubMed Web of Science ®Google Scholar
• Oandasan I, Reeves S. 2005. Key elements of interprofessional education. Part 2: factors, processes and outcomes. J Interprof Care. 19:39–48.
   PubMedGoogle Scholar
• Peters H, Zdravkovic M, João Costa M, Celenza A, Ghias K, Klamen D, Mossop L, Rieder M, Nadarajah DV, Wangsaturaka D, et al. 2018. Twelve tips for enhancing student engagement. Med Teach. 41(6):632–637.
   PubMed Web of Science ®Google Scholar
• Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, McFadyen A, Rivera J, Kitto S. 2016. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Med Teach. 38:656–668.
   PubMed Web of Science ®Google Scholar
• Reichel K, Dietsche S, Hölzer H, Ewers M. 2016. Interprofessional peer-assisted learning as a low-threshold course for joint learning: evaluation results of the interTUT Project. GMS J Med Educ. 33:Doc30.
   PubMed Web of Science ®Google Scholar
• Sidebotham M, Walters C, Chipperfield J, Gamble J. 2017. Midwifery participatory curriculum development: transformation through active partnership. Nurse Educ Pract. 25:5–13.
   PubMed Web of Science ®Google Scholar
• Visser K, Prince KJ, Scherpbier AJ, van der Vleuten CP, Verwijnen GMM. 1998. Student participation in educational management and organization. Med Teach. 20:451–454.
   Web of Science ®Google Scholar
• Walkenhorst U, Mahler C, Aistleithner R, Hahn EG, Kaap-Fröhlich S, Karstens S, Reiber K, Stock-Schröer B, Sottas B. 2015. Position statement GMA Committee–”Interprofessional Education for the Health Care Professions”. GMS J Med Educ. 32:Doc22.
   Google Scholar
• WHO. 2010. Framework for action on interprofessional education collaborative practice. Geneva (Switzerland): WHO.
   Google Scholar
• Wong Z. 2007. Human factors in project management: concepts, tools, and techniques for inspiring teamwork and motivation. San Francisco (USA): Wiley.
   Google Scholar
• Zdravković M, Serdinšek T, Sobočan M, Bevc S, Hojs R, Krajnc I. 2018. Students as partners: our experience of setting up and working in a student engagement friendly framework. Med Teach. 40:589–594.
   PubMed Web of Science ®Google Scholar