Facilitator training for educators involved in interprofessional learning

References

• Allport, G. W. (1954) The nature of prejudice. Reading, MA: Addison-Wesley.
   Google Scholar
• Anderson, E. S., Cox, D., Thorpe, L. N. (2009). Preparation of educators involved in interprofessional education. Journal of Interprofessional Care, 23, 81–94.
   PubMed Web of Science ®Google Scholar
• Atkins, J. (1998). Tribalism, loss and grief: Issues for multiprofessional education. Journal of Interprofessional Care, 12, 303–308.
   Google Scholar
• Barr, H. (1996). Ends and means in interprofessional education: Towards a typology. Education for Health, 9, 341–52.
   Google Scholar
• Barr, H., Koppel, I., Reeves, S., Hammick, M., Freeth, D. (2005). Effective interprofessional education: Argument, assumption and evidence. Oxford: Blackwell.
   Google Scholar
• Brown, R., Hewstone, M. (1986). Contact and conflict in intergroup encounters. Oxford: Basil Blackwell.
   Google Scholar
• Carpenter, J. (1995). Doctors and nurses stereotype change in interprofessional education. Journal of Interprofessional Care, 9, 151–161.
   Google Scholar
• Carpenter, J., Dickinson, H. (2008). Interprofessional education and training. Bristol: The Policy Press.
   Google Scholar
• Clark, P. G. (2006). What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training 1. Journal of Interprofessional Care, 20, 577–589.
   PubMedGoogle Scholar
• Clay, M. C., Lilley, S. H., Borre, K., Harris, J. R. (1999). Applying adult education principles to the design of a preceptor development program. Journal of Interprofessional Care, 13, 405–415.
   Google Scholar
• Cooper, H., Spencer-Dawe, E., McLean, E. (2005). Beginning the process of teamwork: Design, implementation and evaluation of an inter-professional education intervention for first-year undergraduate students. Journal of Interprofessional Care, 19(5), 492–508.
   PubMedGoogle Scholar
• Freeth, D., Centre for the Advancement of Interprofessional Education in Primary Health and Community Care (2005). Effective interprofessional education: Development, delivery and evaluation. Oxford: Blackwell.
   Google Scholar
• Freeth, D., Reeves, S. (2004). Learning to work together: Using the presage, process, product (3P) model to highlight decisions and possibilities. Journal of Interprofessional Care, 18, 43–56.
   PubMedGoogle Scholar
• Hall, P. (2005). Interprofessional teamwork: professional cultures as barriers. Journal of Interprofessional Care, 19(1), 188–196.
   PubMedGoogle Scholar
• Hammick, M., Freeth, D., Koppel, I., Reeves, S., Barr, H. (2007). A best evidence systematic review of interprofessional education: BEME Guide no. 9. Medical Teacher, 29, 735–751.
   PubMed Web of Science ®Google Scholar
• Hean, S., Dickinson, C. (2005). The Contact Hypothesis: An exploration of its further potential in interprofessional education. Journal of Interprofessional Care, 19, 480–491.
   PubMedGoogle Scholar
• Hewstone, M. (2003). Intergroup contact: Panacea for prejudice? The Psychologist, 16, 352–355.
   Web of Science ®Google Scholar
• Hewstone, M., Carpenter, J., Franklyn-Stokes, A., Routh, D. (1994). Intergroup contact between professional groups: Two evaluation studies. Journal of Community and Applied Social Psychology, 4, 347–363.
   Web of Science ®Google Scholar
• Hillier, Y. (2005). Reflective teaching in further and adult education, 2nd edn. London: Continuum International.
   Google Scholar
• Honey, P., Mumford, A. (1982). The manual of learning styles. London: Peter Honey Publications.
   Google Scholar
• Hook, A. D., Lawson-Porter, A. (2003). The development and evaluation of a fieldwork educator's training programme for allied health professionals. Medical Teacher, 25, 527–536.
   PubMed Web of Science ®Google Scholar
• Howkins, E., Bray, J. (2008). Preparing for interprofessional teaching: Theory and practice. Oxford: Radcliffe.
   Google Scholar
• Hughes, L., Marsh, T., Lamb, B. (2006). Report of the working groups. Creating an Interprofessional Workforce (CIPW). Available at: www.cipw.org.uk
   Google Scholar
• Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs,London: Cambridge Adult Education.
   Google Scholar
• Knowles, M. S. (1984). Andragogy in action. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Lindqvist, S., Duncan, A., Shepstone, L., Watts, F., Pearce, S. (2005a). Case-based learning in cross-professional groups – the development of a pre-registration interprofessional learning programme. Journal of Interprofessional Care, 19, 509–520.
   PubMedGoogle Scholar
• Lindqvist, S., Duncan, A., Shepstone, L., Watts, F., Pearce, S. (2005b). Development of the Attitudes to Health Professionals Questionnaire (AHPQ): A measure to assess interprofessional attitudes. Journal of Interprofessional Care, 19, 269–279.
   PubMedGoogle Scholar
• Lindqvist, S. M., Reeves, S. (2007). Facilitators' perceptions of delivering interprofessional education: A qualitative study. Medical Teacher, 29(4), 403–405.
   PubMed Web of Science ®Google Scholar
• Oandasan, I., Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19, 21–38.
   PubMedGoogle Scholar
• O'Halloran, C., Hean, S., Humphris, D., Macleod-Clark, J. (2006). Developing common learning: The New Generation Project undergraduate curriculum model. Journal of Interprofessional Care, 20(1), 12–28.
   PubMedGoogle Scholar
• Payler, J., Meyer, E., Humphris, D. (2008). Pedagogy for interprofessional education – what do we know and how can we evaluate it? Learning in Health and Social Care, 7, 64–78.
   Google Scholar
• Ponzer, S., Hylin, U., Kusoffsky, A., Lauffs, M., Lonka, K., Mattiasson, A., Nordstrom, G. (2004). Interprofessional training in the context of clinical practice: Goals and students' perceptions on clinical education wards. Medical Education, 38, 727–736.
   PubMed Web of Science ®Google Scholar
• Rees, D., Johnson, R. (2007). All together now? Staff views and experiences of a pre-qualifying interprofessional curriculum. Journal of Interprofessional Care, 21, 543–555.
   PubMedGoogle Scholar
• Reeves, S., Summerfield Mann, L. (2003). Key factors in developing and delivering interprofessional education. International Journal of Therapy and Rehabilitation, 10, 310–313.
   Google Scholar
• Speck, M. (1996). Best practice in professional development for sustained educational change. ERS Spectrum, 33–41.
   Google Scholar
• Steinert, Y. (2005). Learning together to teach together: Interprofessional education and faculty development. Journal of Interprofessional Care, 19(Suppl. 1), 60–75.
   PubMedGoogle Scholar
• Wee, B., Goldsmith, J. (2007). Preparing facilitators for interprofessional learning. Preparing for interprofessional teaching: Theory and practice. In E. Howkins, J. Bray (Eds.), Oxford: Radcliffe.
   Google Scholar
• Wright, A., Lindqvist, S. (2008). Listening to our students – development and evaluation of the second level of an interprofessional learning programme. Journal of Interprofessional Care, 22, 475–487.
   PubMed Web of Science ®Google Scholar