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Short Reports

Evaluation of an interprofessional team-based learning nutrition and lifestyle modification course

Pages 248-250 | Received 18 Feb 2015, Accepted 06 Sep 2015, Published online: 02 Mar 2016

References

  • Accreditation Council for Pharmacy Education. (2015). Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree. (Standards 2016). Chicago, IL: Accreditation Council for Pharmacy Education.
  • Blue, A. V., Chesluk, B. J., Conforti, L. N., & Holmboe, E. S. (2015). Assessment and evaluation in interprofessional education: Exploring the field. Journal of Allied Health, 44(2), 73–82.
  • Luecht, R. M., Madsen, M. K., Taugher, M. P., & Petterson, B. J. (1990). Assessing professional perceptions: Design and validation of an Interdisciplinary Education Perception Scale. Journal of Allied Health, 19(2), 181–191.
  • Michealsen, L. K., Parmalee, D. X., McMahon, L. L., & Revine, R. E. (2008). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling, VA: Stylus Publishing.
  • Parsell, G., & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education, 33(2), 95–100.
  • Pogge, E. (2013). A team-based learning course on nutrition and lifestyle modification. American Journal of Pharmaceutical Education, 77(5): 103.

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