Repeated cross-sectional study of the longitudinal changes in attitudes toward interprofessional health care teams amongst undergraduate students

References

• Areskog, N. (1988). The need for multiprofessional health education in undergraduate studies. Medical Education, 22, 251–252
   PubMed Web of Science ®Google Scholar
• Barr, H. (2002). Interprofessional education: Today, yesterday and tomorrow. Occasional Paper No. 1. London: Learning and Teaching Support Network Centre for Health Sciences and Practice
   Google Scholar
• Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Glossary. In H. Burr (Ed.), Effective interprofessional education: Augument, assumption and evidence (pp. xxi–xxiv). Oxford: Blackwell Publishing
   Google Scholar
• Britt, K.L., Hewish, S., Rodda, J., & Eldridge, B. (2012). The use of videoconferencing to enhance interprofessional clinical education for allied health students. Journal of Interprofessional Care, 26, 333–335
   PubMed Web of Science ®Google Scholar
• Carpenter, J. (1995). Interprofessional education for medical and nursing students: Evaluation of a programme. Medical Education, 29, 265–272
   PubMed Web of Science ®Google Scholar
• Coster, S., Norman, I., Murrells, T., Kitchen, S., Meerabeau, E., Sooboodoo, E., & d’Avray, L. (2008). Interprofessional attitudes amongst undergraduate students in the health professions: A longitudinal questionnaire survey. International Journal of Nursing Studies, 45, 1667–1681
   PubMed Web of Science ®Google Scholar
• Curran, V.R., Sharpe, D., Flynn, K., & Button, P. (2010). A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education. Journal of Interprofessional Care, 24, 41–52
   PubMed Web of Science ®Google Scholar
• Curran, V.R., Sharpe, D., & Forristall, J. (2007). Attitudes of health sciences faculty members towards interprofessional teamwork and education. Medical Education, 41, 892–896
   PubMed Web of Science ®Google Scholar
• DiStefano, C., Zhu, M., & Mindrila, D. (2010). Understanding and using factor scores: Considerations for the applied researcher. Practical Assessment, Research & Evaluation, 14, 1–11
   Google Scholar
• Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., et al. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet, 376, 1923–1958
   PubMed Web of Science ®Google Scholar
• General Medical Council. (1993). Tomorrow’s doctors: Recommendations on undergraduate medical education. London: General Medical Council
   Google Scholar
• Hayashi, T., Shinozaki, H., Makino, T., Ogawara, H., Asakawa, Y., Iwasaki, K., Matsuda, T., et al. (2012). Changes in attitudes toward interprofessional health care teams and education in the first- and third-year undergraduate students. Journal of Interprofessional Care, 26, 100–107
   PubMed Web of Science ®Google Scholar
• Heinemann, G., Schmitt, M.H., Farrell, M.P., & Brallier, S.A. (1999). Development of an attitudes towards health care teams scale. Evaluation and the Health Professions, 22, 123–142
   PubMed Web of Science ®Google Scholar
• Hind, M., Norman, I., Cooper, S., Gill, E., Hilton, R., Judd, P., & Jones, S.C. (2003). Interprofessional perceptions of health care students. Journal of Interprofessional Care, 17, 21–34
   PubMedGoogle Scholar
• Hoffman, S.J., & Harnish, D. (2007). The merit of mandatory interprofessional education for pre-health professional students. Medical Teacher, 29, 235–242
   PubMed Web of Science ®Google Scholar
• Horder, J. (1995). Interprofessional education for primary health and community care: Present state and future needs. In K. Soothill, L. Mackay, & C. Webb (Eds.), Interprofessional relations in health care (pp. 140–162). London: Edward Arnold
   Google Scholar
• Jackson, J.W. (1993). Realistic group conflict theory: A review and evaluation of the theoretical and empirical literature. The Psychological Record, 43, 395–415
   Web of Science ®Google Scholar
• Maeno, T., Takayashiki, A., Anmet, T., Tohno, E., Maeno, T., & Hara, A. (2013). Japanese students’ perception of their learning from an interprofessional education program: A qualitative study. International Journal of Medical Education, 4, 9–17
   Google Scholar
• Makino, T., Shinozaki, H., Hayashi, K., Lee, B., Matsui, H., Kururi, N., Kazama, H., et al. (2013). Attitudes toward interprofessional healthcare teams: A comparison between undergraduate students and alumni. Journal of Interprofessional Care, 27, 261–268
   PubMed Web of Science ®Google Scholar
• Mazur, H., Beeston, J., & Yerxa, E. (1979). Clinical interdisciplinary health team care; an educational experiment. Journal of Medical Education, 54, 703–713
   PubMedGoogle Scholar
• McFadyen, A.K., Webster, V.S., Maclaren, W.M., & O’Neill, M.A. (2010). Interprofessional attitudes and perceptions: Results from a longitudinal controlled trial of pre-registration health and social care students in Scotland. Journal of Interprofessional Care, 24, 54–564
   Google Scholar
• Ogawara, H., Hayashi, T., Asakawa, Y., Iwasaki, K., Matsuda, T., Abe, Y., Tozato, F., et al. (2009). Systematic inclusion of mandatory interprofessional education across health multi-professional students’ curricula of Gunma University: A report of students’ self-assessment in a 9-year implementation. Human Resources for Health, 7, 1–8
   PubMedGoogle Scholar
• Ogawara, H., Hayashi, T., Asakawa, Y., Iwasaki, K., Matsuda, T., Abe, Y., Tozato, F., et al. (2010). Interprofessional education initiatives at Gunma University: Simulated interprofessional training for students of various health science professions. In H. Watanabe & M. Koizumi (Eds.), Advanced initiatives in interprofessional education in Japan: Japan interprofessional working and education network (pp. 113–129). Tokyo: Springer
   Google Scholar
• Pollard, K.C., Miers, M.E., & Gilchrist, M. (2004). Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community, 12, 346–358
   PubMed Web of Science ®Google Scholar
• Pollard, K.C., Miers, M.E., Gilchrist, M., & Sayers, A. (2006). A comparison of interprofessional perceptions and working relationships among health and social care students: The results of a 3-year intervention. Health & Social Care in the Community, 14, 541–552
   PubMed Web of Science ®Google Scholar
• Rudland, J.R., & Mires, G.J. (2005). Characteristics of doctors and nurses as perceived by students entering medical school: Implications for shared teaching. Medical Education, 39, 448–455
   PubMed Web of Science ®Google Scholar
• Saunders, C., Smith, A., Watson, H., Nimmo, A., Morrison, M., Fawcett, T., Tocher, J., & Ross, M. (2012). The experience of interdisciplinary peer-assisted learning (PAL). Clinical Teacher, 9, 398–402
   PubMedGoogle Scholar
• Tunstall-Pedoe, S., Rink, E., & Hilton, S. (2003). Student attitudes to undergraduate interprofessional education. Journal of Interprofessional Care, 17, 161–172
   PubMedGoogle Scholar
• Turner, J. (1999). Some current issues in research on social identity and self-categorization theories. In N. Ellemers, R. Spears, & B. Doosje (Eds.), Social identity (pp. 6–34). Oxford: Blackwell
   Google Scholar
• Watanabe, H., & Koizumi, M. (2010). Preface. In H. Watanabe & M. Koizumi (Eds.), Advanced initiatives in interprofessional education in Japan: Japan interprofessional working and education network (pp. V–VI). Tokyo: Springer
   Google Scholar
• World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization
   Google Scholar
• World Health Organization (WHO). (2013). WHO education guidelines: Transforming and scaling up heath professionals’ education and training. Geneva: World Health Organization
   Google Scholar