References
- Al-Qahtani, M. F. (2016). Measuring healthcare students’ attitudes toward interprofessional education. Journal of Taibah University Medical Sciences, 11(6), 579–585.
https://doi.org/https://doi.org/10.1016/j.jtumed.2016.09.003 - Anderson, E. S., & Thorpe, L. N. (2008). Early interprofessional interactions: does student age matter? J Interprof Care, 22(3), 263–282.
https://doi.org/10.1080/13561820802054689 - Ateah, C. A., Snow, W., Wener, P., MacDonald, L., Metge, C., Davis, P., Fricke, M., Ludwig, S., & Anderson, J. (2011). Stereotyping as a barrier to collaboration: Does interprofessional education make a difference? Nurse Educ Today, 31(2), 208–213.
https://doi.org/10.1016/j.nedt.2010.06.004 - Barr, H., & Ross, F. (2006). Mainstreaming interprofessional education in the United Kingdom: a position paper. J Interprof Care, 20(2), 96–104.
https://doi.org/10.1080/13561820600649771 - Beard, T. S., Robertson, T. M., Semler, J. R., & Cude, C. J. (2015). A study of interprofessional collaboration in undergraduate medical laboratory science and nursing education. American Society for Clinical Laboratory Science, 28(2), 83–90.
https://doi.org/10.29074/ascls.28.2.83 - Behrend, R., Czeskleba, A., Rollinger, T., Petzold, M., Roa Romero, Y., Raspe, R., Maaz, A., & Peters, H. (2020). Medical students’ ratings of the relevance and actual implementation of interprofessional education and preferences for teaching formats: comparison by gender and prior education. GMS J Med Educ, 37(2), Doc13.
https://doi.org/10.3205/zma001306 - Bell, A. V., Michalec, B., & Arenson, C. (2014). The (stalled) progress of interprofessional collaboration: the role of gender. J Interprof Care, 28(2), 98–102.
https://doi.org/10.3109/13561820.2013.851073 - Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289.
https://doi.org/10.3102/0034654309333844 - 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. Int J Nurs Stud, 45(11), 1667–1681.
https://doi.org/10.1016/j.ijnurstu.2008.02.008 - Cox, M., Blouin, A. S., Cuff, P., Paniagua, M., Phillips, S., & Vlasses, P. H. (2017). The role of accreditation in achieving the quadruple aim. NAM Perspectives.
https://doi.org/10.31478/201710a - Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. SAGE Publications.
- Cusack, T., & O’Donoghue, G. (2012). The introduction of an interprofessional education module: students’ perceptions. Qual Prim Care, 20(3), 231–238.
- Dominguez, D. G., Fike, D. S., MacLaughlin, E. J., & Zorek, J. A. (2015). A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. J Interprof Care, 29(2), 144–149.
https://doi.org/10.3109/13561820.2014.947360 - Evans, S., Ward, C., Shaw, N., Walker, A., Knight, T., & Sutherland-Smith, W. (2020). Interprofessional education and practice guide No. 10: Developing, supporting and sustaining a team of facilitators in online interprofessional education. J Interprof Care, 34(1), 4–10.
https://doi.org/10.1080/13561820.2019.1632817 - Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs-principles and practices. Health Serv Res, 48(6 Pt 2), 2134–2156.
https://doi.org/10.1111/1475-6773.12117 - Fusco, N. M., & Foltz-Ramos, K. (2018). Measuring changes in pharmacy and nursing students’ perceptions following an interprofessional high-fidelity simulation experience. J Interprof Care, 32(5), 648–652.
https://doi.org/10.1080/13561820.2018.1496073 - Gonsar, N., Patrick, L., & Cotner, S. (2021). Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms. Disciplinary and Interdisciplinary Science Education Research, 3(1), 6.
https://doi.org/10.1186/s43031-021-00035-w - Gross, M. M., Phanudulkitti, C., Bavireddy, V., Anderson, O. S., Daniels, T., Fitzgerald, M., Mattison, D., Nagappan, K., Patterson, V., Smith, L. J., Ursuy, P. A., & Farris, K. B. (2022). Changes in student attitudes toward interprofessional education after online and in-person introductory learning activities. Health and Interprofessional Practice.
https://doi.org/10.7710/2641-1148.2164 - Großer, J., Kimmerle, J., Shiozawa, T., Hirt, B., & Bientzle, M. (2020). Observing inter-professional videos: impact of collaboration between physicians and psychologists on attitude and knowledge acquisition. J Med Educ Curric Dev, 7, 2382120520957648.
https://doi.org/10.1177/2382120520957648 - Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating quantitative and qualitative results in health science mixed methods research through joint displays. Ann Fam Med, 13(6), 554–561.
https://doi.org/10.1370/afm.1865 - Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. Kaohsiung J Med Sci, 34(3), 160–165.
https://doi.org/10.1016/j.kjms.2017.12.009 - Hallam, K. T., Livesay, K., Morda, R., Sharples, J., Jones, A., & de Courten, M. (2016). Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects. BMC Med Educ, 16, 80.
https://doi.org/10.1186/s12909-016-0605-5 - Hayward, K., Brown, M., Pendergast, N., Nicholson, M., Newell, J., Fancy, T., & Cameron, H. (2021). IPE via online education: Pedagogical pathways spanning the distance. Journal of Interprofessional Education & Practice, 24, 100447.
https://doi.org/https://doi.org/10.1016/j.xjep.2021.100447 - Jones, T. A., Vidal, G., & Taylor, C. (2020). Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation. J Interprof Care, 34(5), 633–646.
https://doi.org/10.1080/13561820.2020.1801614 - Khalili, H. (2020). Online interprofessional education during and post the COVID-19 pandemic: a commentary. J Interprof Care, 34(5), 687–690.
https://doi.org/10.1080/13561820.2020.1792424 - Lindh Falk, A., Hammar, M., & Nyström, S. (2015). Does gender matter? Differences between students at an interprofessional training ward. J Interprof Care, 29(6), 616–621.
https://doi.org/10.3109/13561820.2015.1047491 - Luke, R., Solomon, P., Baptiste, S., Hall, P., Orchard, C., Rukholm, E., & Carter, L. (2009). Online interprofessional health sciences education: From theory to practice. J Contin Educ Health Prof, 29(3), 161–167.
https://doi.org/10.1002/chp.20030 - National Center for Interprofessional Practice and Education. About the National Center. Retrieved October 2023 from
https://nexusipe.org/informing/about-national-center - Oever, K. v. d., & Haans, R. F. J. (2020). An empirical test of the assumption that female and male directors contribute different perspectives. Academy of Management Proceedings, 2020(1), 10236.
https://doi.org/10.5465/AMBPP.2020.10236abstract - Poirier, T. I., Devraj, R., Blankson, F., & Xin, H. (2016). Interprofessional online global health course. Am J Pharm Educ, 80(9), 155.
https://doi.org/10.5688/ajpe809155 - Shah, P., Shrestha, R., Mao, Z., Chen, Y., Chen, Y., Koju, P., Liu, X., & Li, H. (2019). Knowledge, attitude, and practice associated with antibiotic use among university students: A survey in Nepal. Int J Environ Res Public Health, 16(20).
https://doi.org/10.3390/ijerph16203996 - Shaw-Battista, J., Belew, C., Anderson, D., & van Schaik, S. (2015). Successes and challenges of interprofessional physiologic birth and obstetric emergency simulations in a nurse-midwifery education program. J Midwifery Womens Health, 60(6), 735–743.
https://doi.org/10.1111/jmwh.12393 - Singh, J., & Matthees, B. (2021). Facilitating interprofessional education in an online environment during the COVID-19 pandemic: A mixed method study. Healthcare (Basel), 9(5).
https://doi.org/10.3390/healthcare9050567 - Smith, L. J., Ascione, F. J., & Ruffolo, M. C. (2019). Large-scale asynchronous online interprofessional learning experience. J Allied Health, 48(4), e123–e130.
- Sulaiman, W. S. W., Rahman, W. R. A., & Dzulkifli, M. A. (2012). Relationship between critical thinking dispositions, perceptions towards teacher, learning approaches and critical thinking skills among university students. The Journal of Behavioral Science, 3(1), 122–133.
https://so06.tci-thaijo.org/index.php/IJBS/article/view/2169 - Theodorou, J., Rotz, M., Macphail, L., Idahosa, C., Fornatora, M. L., Tweddale, E., & Virtue, S. M. (2018). Designing and evaluating an interprofessional practice experience involving dental and pharmacy students. Am J Pharm Educ, 82(6), 6298.
https://doi.org/10.5688/ajpe6298 - Wilhelmsson, M., Ponzer, S., Dahlgren, L. O., Timpka, T., & Faresjö, T. (2011). Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare? BMC Med Educ, 11, 15.
https://doi.org/10.1186/1472-6920-11-15 - Zhang, Y., & Yang, J. (2022). Exploring gender differences in the instructor presence effect in video lectures: An eye-tracking study. Brain Sci, 12(7).
https://doi.org/10.3390/brainsci12070946 - Zorek, J. A., Fike, D. S., Eickhoff, J. C., Engle, J. A., MacLaughlin, E. J., Dominguez, D. G., & Seibert, C. S. (2016). Refinement and validation of the student perceptions of physician-pharmacist interprofessional clinical education instrument. Am J Pharm Educ, 80(3), 47.
https://doi.org/10.5688/ajpe80347
