Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/42112
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dc.contributor.authorAnderson, Elizabeth S.-
dc.date.accessioned2018-05-14T12:36:35Z-
dc.date.available2018-05-14T12:36:35Z-
dc.date.issued2016-10-13-
dc.identifier.citationJournal of Taibah University Medical Sciences, 2016, 11 (6), pp. 571-578en
dc.identifier.urihttps://www.sciencedirect.com/science/article/pii/S1658361216301032?via%3Dihuben
dc.identifier.urihttp://hdl.handle.net/2381/42112-
dc.description.abstractThe introduction of interprofessional education (IPE) into a professional curriculum requires thorough evaluation not only to guide educators concerning the quality of learning but also to report to professional bodies and influence policy. More work is needed to add to the growing evidence base, particularly with respect to aligning with a suite of claims for IPE. This can result in transformations in student attitudes and behaviours towards positive changes in service design and delivery to advance patient care. The steps for a robust evaluation are outlined within the context of moving from start-up pilot studies to programme evaluations in which IPE is a component of a professional curriculum. Beginning requires remaining mindful of the place of theory in forming frameworks and testing hypotheses while organisational and practical issues such as ethical considerations must be firmly in place. The need for addressing the gaps within the evidence base is considered.en
dc.language.isoenen
dc.publisherElsevieren
dc.rightsCopyright © the authors, 2016. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.en
dc.titleEvaluating interprofessional education: An important step to improving practice and influencing policyen
dc.typeJournal Articleen
dc.identifier.doi10.1016/j.jtumed.2016.08.012-
dc.identifier.eissn1658-3612-
dc.description.statusPeer-revieweden
dc.description.versionPublisher Versionen
dc.type.subtypeJournal Article-
pubs.organisational-group/Organisationen
pubs.organisational-group/Organisation/COLLEGE OF LIFE SCIENCESen
pubs.organisational-group/Organisation/COLLEGE OF LIFE SCIENCES/School of Medicineen
pubs.organisational-group/Organisation/COLLEGE OF LIFE SCIENCES/School of Medicine/Department of Medical Education (Pre Nov 2017)en
pubs.organisational-group/Organisation/COLLEGE OF LIFE SCIENCES/Themesen
pubs.organisational-group/Organisation/COLLEGE OF LIFE SCIENCES/Themes/No themeen
pubs.organisational-group/Organisation/COLLEGE OF LIFE SCIENCES/Themes/RESULTen
dc.dateaccepted2016-08-28-
Appears in Collections:Published Articles, Dept. of Medical and Social Care Education

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