References
- Haggarty D, Dalcin D. Student-run clinics in Canada: an innovative method of delivering interprofessional education. J Interprof Care. 2014; 28: 570–2. [PubMed Abstract].
- Vanderwielen L, Vanderbilt A, Dumke E, Do EK, Isringhausen KT, Wright MS, etal. Improving public health through student-led interprofessional extracurricular education and collaboration: a conceptual framework. J Multidiscip Healthc. 2014; 7: 105–10. [PubMed Abstract] [PubMed CentralFull Text].
- Kent F, Keating J. Patient outcomes from a student-led interprofessional clinic in primary care. J Interprof Care. 2013; 27: 336–8. [PubMed Abstract].
- Hemba KE, Plumb J. JeffHOPE: the development and operation of a student-run clinic. J Prim Care Community Health. 2011; 2: 167–72. [PubMed Abstract].
- Buchanan D, Witlen R. Balancing service and education: ethical management of student-run clinics. J Health Care Poor Underserved. 2006; 17(3): 477–85. [PubMed Abstract].
- Meah YS, Smith EL, Thomas DC. Student-run health clinic: novel arena to educate medical students on systems-based practice. Mt Sinai J Med. 2009; 76: 344–56. [PubMed Abstract].
- Sheu L, Lai CJ, Coelho AD, Lin LD, Zheng P, Hom P, etal. Impact of student-run clinics on preclinical sociocultural and interprofessional attitudes: a prospective cohort analysis. J Health Care Poor Underserved. 2012; 23: 1058–72. [PubMed Abstract].
- Smith SD, Johnson ML, Rodriguez N, Moutier C, Beck E. Medical student perceptions of the educational value of a student-run free clinic. Fam Med. 2012; 44: 646–9. [PubMed Abstract].
- Sheu L, O'Brien B, O'Sullivan PS, Kwong A, Lai CJ. Systems-based practice learning opportunities in student-run clinics: a qualitative analysis of student experiences. Acad Med. 2013; 88: 831–6. [PubMed Abstract].
- Smith S, Thomas R3rd, Cruz M, Griggs R, Moscato B, Ferrara A. Presence and characteristics of student-run free clinics in medical schools. JAMA. 2014; 312: 2407–10. [PubMed Abstract].
- Holmqvist H, Courtney C, Meili R, Dick A. Student-run clinics: opportunities for interprofessional education and increasing social accountability. J Res Interprof Pract. 2012; 2: 264–77.
- Sick B, Sheldon L, Ajer K, Wang Q, Zhang L. The student-run free clinic: an ideal site to teach interprofessional education?. J Interprof Care. 2014; 5: 413–18.
- Buckley E, Vu T, Remedios L. The REACH project: implementing interprofessional practice at Australia's first student-led clinic. Educ Health. 2014; 27: 93–8.
- Ryskina KL, Meah YS, Thomas DC. Quality of diabetes care at a student-run free clinic. J Health Care Poor Underserved. 2009; 20: 969–81. [PubMed Abstract].
- Zucker J, Gillen J, Ackrivo J, Schroeder R, Keller S. Hypertension management in a student-run free clinic: meeting national standards?. Acad Med. 2011; 86: 239–45. [PubMed Abstract].
- World Health Organization. Framework for action on interprofessional education & collaborative practice. 2010; Geneva: World Health Organization.
- Thistlethwaite JE, Moran M. Learning outcomes for interprofessional education (IPE): literature review and synthesis. J Interprof Care. 2010; 24: 503–13. [PubMed Abstract].
- Buljac-Samardzic M, Dekker-van Doorn CM, van Wijngaarden JDH, van Wijk KP. Interventions to improve team effectiveness: a systematic review. Health Policy. 2010; 94: 183–95. [PubMed Abstract].
- Dugani SB, McGuire R. Development of IMAGINE: a three-pillar student initiative to promote social accountability and interprofessional education. J Interprof Care. 2011; 25: 454–6. [PubMed Abstract].
- Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and health care outcomes (update). Cochrane Database Syst Rev. 2013; 3: CD002213. [PubMed Abstract].
- Lutfiyya MN, Brandt BF, Cerra F. Reflections from the intersection of health professions education and clinical practice: the state of the science of interprofessional education and collaborative practice. Acad Med. 2016; 91: 766–71. [PubMed Abstract].
- Sheu LC, Zheng P, Coelho AD, Lin LD, O'Sullivan PS, O'Brien BC, etal. Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics. J Cancer Educ. 2011; 26: 228–33. [PubMed Abstract].
- Sheu LC, Toy BC, Kwahk E, Yu A, Adler J, Lai CJ. A model for interprofessional health disparities education: student-led curriculum on chronic hepatitis B infection. J Gen Intern Med. 2010; 25: S140–5. [PubMed Abstract].
- Lie DA, Forest C, Kysch L, Sinclair L. Interprofessional education and practice guide No. 5: interprofessional teaching for prequalification students in clinical settings. J Interprof Care. 2016; 30: 324–30. [PubMed Abstract].
- Thomas DR. A general inductive approach for analyzing qualitative evaluation data. Am J Eval. 2006; 27: 237–46.
- Bowen G. Grounded theory and sensitizing concepts. Int J Qual Methods. 2006; 5: 12–23.
- Avino K. Huddle up!. Nurs Manage. 2011; 42: 8. [PubMed Abstract].
- Cooper R, Meara M. The organizational huddle process – optimum results through collaboration. Health Care Manag. 2002; 21: 12–16.
- Mack N, Woodsong C, MacQueen K, Guest G, Namey E. Qualitative research methods: a data collector's field guide. Research Triangle Park, NC. Family Health International; 2005. [cited 4 April 2016] Available from: http://www.popline.org/node/629088.
- Kitzinger J. Qualitative research: introducing focus groups. BMJ. 1995; 311: 299–302. [PubMed Abstract] [PubMed CentralFull Text].
- Krueger RA. Moderating focus groups. Focus group kit. 1998; Thousand Oaks, CA: Sage.
- Interprofessional Education Collaboration Expert Panel. Core competencies for interprofessional collaborative practice. 2011; Washington, DC: Interprofessional Education Collaborative.
- Lie DA, Walsh A, Segal-Gidan F, Banzali Y, Lohenry K. Physician assistant students’ views regarding interprofessional education: a focus group study. J Physician Assist Educ. 2013; 24: 35–41. [PubMed Abstract].
- Segal-Gidan F, Walsh A, Lie DA, Fung CC, Lohenry K. Knowledge and attitude change in physician assistant students after an interprofessional geriatric care experience: a mixed methods study. J Physician Assist Educ. 2014; 25: 25–30. [PubMed Abstract].
- Krueger RA. Analyzing and reporting focus group results. 1998; Thousand Oaks, CA: Sage.
- Glaser BG, Strauss AL. The discovery of grounded theory: strategies for qualitative research. 1967; Chicago, IL: Transaction Publishers.
- Strauss A, Corbin J. Basics of qualitative research: grounded theory procedures and techniques. 1990; Newbury Park, CA: Sage.
- Brown SC, Stevens RA, Troiano PF, Schneider MK. Exploring complex phenomena: grounded theory in student affairs research. J Coll Stud Dev. 2002; 43: 173–83.
- Seibold C. The place of theory and the development of a theoretical framework in a qualitative study. Qual Res J. 2002; 2: 3–15.
- Coverdale JH, McCullough LB. Responsibly managing students’ learning experiences in student-run clinics: a virtues-based ethical framework. Teach Learn Med. 2014; 26: 312–15. [PubMed Abstract].
- Chatalalsingh C, Reeves S. Leading team learning: what makes interprofessional teams learn to work well?. J Interprof Care. 2014; 28: 513–18. [PubMed Abstract].
- Baker L, Egan-Lee E, Martimianakis MA, Reeves S. Relationships of power: implications for interprofessional education. J Interprof Care. 2011; 25: 98–104. [PubMed Abstract].
- Thylefors I. All professionals are equal but some professionals are more equal than others? Dominance, status and efficiency in Swedish interprofessional teams. Scand J Caring Sci. 2012; 26: 505–12. [PubMed Abstract].
- Bleakley A. The dislocation of medical dominance: making space for interprofessional care. J Interprof Care. 2013; 27(Suppl 2): 24–30. [PubMed Abstract].
- Kvan T. Evaluating learning environments for interprofessional care. J Interprof Care. 2013; 27(Suppl 2): 31–6. [PubMed Abstract].
- Lamb G, Shraiky J. Designing for competence: spaces that enhance collaboration readiness in healthcare. J Interprof Care. 2013; 27(Suppl 2): 14–23. [PubMed Abstract].
- Kitto S, Nordquist J, Peller J, Grant R, Reeves S. The disconnections between space, place and learning in interprofessional education: an overview of key issues. J Interprof Care. 2013; 27(Suppl 2): 5–8. [PubMed Abstract].
- Leander SA, Maloney M, Ruebling I, Banks R, Pole D, Kettenbach G. The power of many minds working together: qualitative study of an interprofessional service-learning capstone course. J Res Interprof Pract Educ. 2014; 4: 1–17.
- Clark M, McKague M, McKay S, Ramsden V. Deeper learning through service: evaluation of an interprofessional community service-learning program for pharmacy and medicine students. J Res Interprof Pract Educ. 2015; 5: 1–25.
- Infante TD, Arevalo-Flechas L, Ford LA, Partida N, Ketchum N, Pollock B, etal. Community service learning: an effective vehicle for interprofessional education. J Res Interprof Pract Educ. 2015; 5: 1–11.