References
- Allen A. With work, Dana-Farber learns from ’94 mistakes. Boston Globe 2004; 30(November)
- Aresog N. H. The need for multiprofessional education in the undergraduate studies. Medical Education 1988; 22: 251–252
- Barr H. Interprofessional education, today, yesterday and tomorrow. 2002, A review commissioned by the Learning and Teaching Support Network for Health and Practice and the UK Centre for the Advancement of Interprofessional Education
- Bligh J. Professionalism. Medical Education 2005; 39: 4
- Bristol Royal Infirmary. Learning from Bristol: The report of the public inquiry into children's heart surgery at the Bristol Royal Infirmary 1984 – 1995. Bristol Royal Infirmary, Bristol 2001
- Degeling P., Sage D., Kennedy J., Perkins R. A comparison of the impact of hospital reform on medical subcultures in some Australian and New Zealand hospitals. Australian Health Review 1999; 22: 172–188
- Degeling P., Hill M., Kennedy J., Coyle B., Maxwell S. A cross-national study of differences in the identities of nursing in England and Australia and how this has affected nurses' capacity to respond to hospital reform. Nursing Inquiry 2000; 7: 120–135
- Degeling P., Macbeth F., Kennedy J., Maxwell S., Coyle B., Telfer B. Professional subcultures and clinical governance implementation in Wales: A report for the National Assembly for Wales. Centre for Clinical Management Development, University of Durham and College of Medicine, University of Wales, Durham 2002
- Degeling P., Maxwell S., Kennedy J., Coyle B. Medicine, management and modernisation: A “danse macabre”?. Britsh Medical Journal 2003; 326: 649–652
- D'Eon M. Interdisciplinary learning: Principles and methods. Health Canada, Ottawa 2004
- Edwards N., Marshall M. Doctors and managers. British Medical Journal 2003; 326: 116–117
- Forman D., Nyatanga L. The evolution of shared learning: Some political and professional imperatives. Medical Teacher 1999; 2: 489–496
- Hall P., Weaver L. Interdisciplinary education and teamwork: A long and winding road. Medical Education 2001; 35: 867–875
- Horsburgh M., Lamdin R., Williamson E. Multiprofessional learning: The attitudes of medical, nursing and pharmacy students to shared learning. Medical Education 2001; 35: 876–883
- Kilminister S., Hale C., Lascalles M., Morris P., Roberts T., Stark P., Sowter J., Thistlewaite J. Learning for life: Patient focussed interprofessional workshops add value. Medical Education 2004; 3: 717–726
- Oandasan I., D'Amour D., Zwarenstein M., Barker K., Purden M., Bealieu M., Reeves S., Nasmith L., Bosco C., Ginsburgh L., Tregunno D. Interdisciplinary education for collaborative, patient centred practice. Health Canada, Ottawa 2004
- Parsell G., Bligh J. The development of a questionnaire to assess the readiness of healthcare students for interprofessional learning (RIPLS). Medical Education 1999; 33: 95–100
- Rudland J., Mires G. J. Characteristics of doctors and nurses as perceived by students entering medical school: Implications for shared teaching. Medical Education 2005; 39: 448–455
- Stent R. Health and Disability Commissioner's investigation into Canterbury Health Ltd. Health and Disability Commissioner, Auckland 1998
- Wood D. Not if I was very ill. Medical Education 2004; 38: 684–687
- World Health Organization. Learning to work together. Report of a WHO study group on multiprofessional education for health personnel, Geneva 1998, The 1998 team approach technical report series 769