https://orcid.org/0000-0003-0634-8334
References
- Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
- Botma, Y. (2019). Consensus on interprofessional facilitator capabilities. Journal of Interprofessional Care, 33(3), 277–279. https://doi.org/10.1080/13561820.2018.1544546
- Lateef, F. (2020). Maximizing learning and creativity : Understanding psychological safety in simulation-based learning. Journal of Emergencies, Trauma, and Shock, 13(1), 5. https://doi.org/10.4103/JETS.JETS_96_19
- Palaganas, J., Epps, C., & Raemer, D. (2014). A history of siulation-enhanced interprofessional education. Journal of Interprofessional Care, 28(2), 110–115. https://doi.org/10.3109/13561820.2013.869198
- Sargeant, J., Hill, T., & Breau, L. (2010). Development and testing of a scale to assess interprofessional education (IPE) faciliation skills. Journal of Continuing Education in the Health Professions, 30(2), 126–131. https://doi.org/10.1002/chp.20069
- Simon, P., Raemer, D., & Rudolph, J. (2010). Debriefing assessment for simulation in healthcare (DASH)© Rater’s Handbook. Center for Medical Simulation. https://harvardmedsim.org/wp-content/uploads/2017/01/DASH.handbook.2010.Final.Rev.2.pdf
- WHO. (2010). Framework for action on interprofessional education & collaborative practice. https://www.who.int/hrh/resources/framework_action/en/