Outcomes of Introducing Early Learners to Interprofessional Competencies in a Classroom Setting

References

• Institute of Medicine. Committee on Quality of Health Care in America. Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press, 2001.
   Google Scholar
• Knebel E, Greiner AC (Eds.). Health professions education: A bridge to quality. Washington, DC: National Academies Press, 2003.
   Google Scholar
• Institute of Medicine. Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Washington, DC: National Academies Press, 2015.
   Google Scholar
• Abu-Rish E, Kim S, Choe L, Varpio L, Malik E, White AA, et al. Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care 2012;26:444–51.
   PubMed Web of Science ®Google Scholar
• Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, et al. A BEME systematic review of the effects of interprofessional education: BEME guide no. 39. Medical Teacher 2016;4:1–3.
   Google Scholar
• Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME guide no. 9. Medical Teacher 2007;29:735–51.
   PubMed Web of Science ®Google Scholar
• Blue AV, Chesluk BJ, Conforti LN, Holmboe ES. Assessment and evaluation in interprofessional education: Exploring the field. Journal of Allied Health 2015;44:73–82.
   PubMedGoogle Scholar
• Reeves S, Goldman J, Gilbert J, Tepper J, Silver I, Suter E, et al. A scoping review to improve conceptual clarity of interprofessional interventions. Journal of Interprofessional Care 2011;25:167–74.
   PubMed Web of Science ®Google Scholar
• Arndt J, King S, Suter E, Mazonde J, Taylor E, Arthur N. Socialization in health education: Encouraging an integrated interprofessional socialization process. Journal of Allied Health 2009;38:18–23.
   PubMedGoogle Scholar
• Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 1977;84:191–215.
   PubMed Web of Science ®Google Scholar
• Khalili H, Orchard C, Laschinger HK, Farah R. An interprofessional socialization framework for developing an interprofessional identity among health professions students. Journal of Interprofessional Care 2013;27:448–53.
   PubMed Web of Science ®Google Scholar
• Patton MQ. Developmental evaluation: Applying complexity concepts to enhance innovation and use. New York, NY: Guilford Press, 2011.
   Google Scholar
• Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative, 2011.
   Google Scholar
• Zorek JA, Eickhoff JC, Steinkamp LA, Oryall J, Kruger S, Seibert CS. Student perceptions of interprofessional clinical education-revised instrument, version 2 (SPICE-R 2): Instrument validation. Paper presented at: University of Wisconsin-Madison Interprofessional Health Summit 2016: Impact of Interprofessional Care on Chronic Conditions; April 23, 2016; Madison, WI.
   Google Scholar
• Glaser BG. The constant comparative method of qualitative analysis. Social Problems 1965;12:436–45.
   Web of Science ®Google Scholar
• Howard GS, Schmeck RR, Bray JH. Internal invalidity in studies employing self-report instruments: A suggested remedy. Journal of Educational Measurement 1979;16:129–35.
   Web of Science ®Google Scholar
• Sibthorp J, Paisley K, Gookin J, Ward P. Addressing response-shift bias: Retrospective pretests in recreation research and evaluation. Journal of Leisure Research 2007;39:295–315.
   Web of Science ®Google Scholar
• Fike DS, Zorek JA, MacLaughlin AA, Samiuddin M, Young RB, MacLaughlin EJ. Development and validation of the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument. American Journal of Pharmaceutical Education 2013;77:190.
   PubMed Web of Science ®Google Scholar
• Dominguez DG, Fike DS, MacLaughlin EJ, Zorek JA. A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. Journal of Interprofessional Care 2015;29:144–9.
   PubMed Web of Science ®Google Scholar
• Zorek JA, Fike DS, Eickhoff JC, Engle JA, MacLaughlin EJ, Dominguez DG, et al. Refinement and validation of the student perceptions of physician-pharmacist interprofessional clinical education instrument. American Journal of Pharmaceutical Education 2016;80:47.
   PubMed Web of Science ®Google Scholar
• Fagerland MW. T-tests, non-parametric tests, and large studies—A paradox of statistical practice? BMC Medical Research Methodology 2012;12:78.
   PubMed Web of Science ®Google Scholar
• Norman G. Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education 2010;15:625–32.
   PubMed Web of Science ®Google Scholar
• Lawlis TR, Anson J, Greenfield D. Barriers and enablers that influence sustainable interprofessional education: A literature review. Journal of Interprofessional Care 2014;28:305–10.
   PubMed Web of Science ®Google Scholar
• Kirkpatrick DL. Evaluation of training. In RL Craig, R Craig (Eds.), Training and development handbook: A guide to human resource development (pp. 301–19). New York, NY: McGraw-Hill, 1976.
   Google Scholar
• Dow AW, DiazGranados D, Mazmanian PE, Retchin SM. An exploratory study of an assessment tool derived from the competencies of the interprofessional education collaborative. Journal of Interprofessional Care 2014;28:299–304.
   PubMed Web of Science ®Google Scholar
• Michaelson LK, Knight AB, Fink LD. Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus, 2004.
   Google Scholar
• Topping K. Peer assessment between students in colleges and universities. Review of Educational Research 1998;68:249–76.
   Web of Science ®Google Scholar
• Gielen M, De Wever B. Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content. Computers in Human Behavior 2015;52:315–25.
   Web of Science ®Google Scholar