247
Views
36
CrossRef citations to date
0
Altmetric
Research Article

Initial experiences of interprofessional problem-based learning: a comparison of male and female students' views

Pages 35-44 | Published online: 06 Jul 2009

References

  • BARROWS, H. & TAMBLYN, R. (1980). Problem-based learning: an approach to medical education. New York: Springer.
  • BELENKY, M.F., CLINCHY, B.M., GOLDBERGER, N.R. & TARULE, J.M. (1986). Women’s ways of knowing: the development of self, voice and mind. New York: Basic Books.
  • BERNSTEIN, P., TIPPING, J., BERCOVITZ, K. & SKINNER, H. (1995). Shifting students and faculty to a PBL-curriculum: attitudes changed and lessons learned. Academic Medicine, 70(3), 245– 247.
  • BLIGH, J., LLOYD-JONES, G. & SMITH, G. (2000). Early effects of a new problem-based clinically oriented curriculum on students’ perceptions of teaching. Medical Education, 34(6), 487– 489.
  • CARPENTER, J. (1995). Doctors and nurses: stereotypes and stereotype change in interprofessional education. Journal of Interprofessional Care, 9(2), 151– 161.
  • COLWILL, N. & VINNICOMBE, S. (1991). Women’s training needs. In: J. FIRTH-COZENS & M. WEST (Eds), Women at work (pp. 42–50). Buckingham: Open University Press.
  • CRAIK, C., GISSANE, C., DOUTHWAITE, J. & PHILP, E. (2001). Factors influencing the career choice of first year occupational therapy students. British Journal of Occupational Therapy, 64(3), 114– 120.
  • EDWARDS, R. (1993). Mature women students: separating or connecting family and education. London: Taylor & Francis. GAWELEK, M.A., MULQUEEN, M. & TARULE, J.M. (1994). Woman to women: understanding the needs of our female students. In: S. MUNSON-DEATS & L. TALLENT-LENKER (Eds), Gender and academe: feminist pedagogy and politics. London: Rowman & Littlefield.
  • GILLIGAN, C. (1982). In a different voice: psychological theory and women’s development. Cambridge, MA: Harvard University Press.
  • HAMMEL, J., ROYEEN, C., BAGATELL, N., CHANDLER, B., JENSEN, G., LOVELAND, J. & STONE, G. (1999). Student perspectives on problem-based learning in an occupational therapy curriculum: a multi-year qualitative evaluation. American Journal of Occupational Therapy, 53(2), 199– 206.
  • HAYES, K. & RICHARDSON, J. (1995). Gender, subject and context as determinants of approaches to studying in higher education. Studies in Higher Education, 20(2), 215– 221.
  • HIPP, H. (1997). Women studying at a distance: what do they need to succeed? Open Learning, 12(2), 41– 49.
  • HUGHES, L. & LUCAS, J. (1997). An evaluation of problem-based learning in the multiprofessional education curriculum for the health professions. Journal of Interprofessional Care, 11(1), 77– 88.
  • KANTROWITZ, M., KAUFMAN, A., MENNIN, S., FULOP, T. & GUILBERT, J. (1987). Innovative tracks at established institutions for the education of health personnel. Geneva: World Health Organisation.
  • KAPLOWITZ, L. & BLOCK, S. (1998). Gender-related group dynamics in problem-based learning: a retrospective study. Academic Psychiatry, 22(3), 197– 202.
  • KAUFMAN, D. & MANN, K. (1996). Comparing students’ attitudes in problem-based and conventional curricula. Academic Medicine, 71(10), 1096– 1099.
  • LARY, M., LAVIGNE, S., MUMA, R., JONES, S. & HOEFT, H. (1997). Breaking down barriers: multidisciplinary education model. Journal of Allied Health, 26(2), 63– 69.
  • LATIMER, E., DEAKIN, A., INGRAM, C., O’BRIEN, L., SMOKE, M. & WISHART, L. (1999). An interdisciplinary approach to a day-long palliative care course for undergraduate students. Canadian Medical Association Journal, 161(6), 729– 731.
  • LITNER, B., ROSSITER, A. & TAYLOR, M. (1992). The equitable inclusion of women in higher education: some consequences for teaching. Canadian Journal of Education, 17(3), 286– 302.
  • LUNDEBERG, M.& MOCH, S. (1995). Influence of social interaction on cognition: connected learning in science. Journal of Higher Education, 66(3), 312– 335.
  • MILLER, C., FREEMAN, M. & ROSS, N. (2001). Interprofessional practice in health and social care. London: Arnold.
  • NATIONAL HEALTH SERVICE (2000). Meeting the challenge: a strategy for the allied health professions. (http:// www.doh.gov.uk/meetingthechallenge).
  • PARR, J. (1998). Theoretical voices and women’s own voices: the stories of mature women students. In: J. RIBBENS & R. EDWARDS (Eds), Feminist dilemmas in qualitative research: public knowledge and private lives (pp. 87–102). London: Sage.
  • REYNOLDS, F. (1997). To what extent are first year students’ attitudes towards PBL influenced by seminar group dynamics? International conference on problem-based learning ‘Changing to PBL’. Brunel University.
  • SPENCER, J. & JORDAN, K. (1999). Learner centred approaches in medical education. British Medical Journal, 318 (8 May), 1280–1283.
  • STERN, P. (1997). Student perceptions of a problem-based learning course. American Journal of Occupational Therapy, 51(7), 589– 596.
  • WISKER, G. (1996). Empowerin-g women in higher education. London: Kogan Page.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.