References
Abu-Rish, E., Kim, S., Choe, L., Varpio, L., Malik, E., White, A. A., Craddick, K., Blondon, K., Robins, L., Nagasawa, P., Thigpen, A., Chen, L.L., Rich, J., & Zierler, B. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26(6), 444–451. https://doi.org/10.3109/13561820.2012.715604
Abulebda, K., Auerbach, M., & Limaiem, F. (2019). Debriefing techniques utilized in medical simulation.
Agency for Healthcare Research and Quality. (2023a). Monitoring and modifying the plan: Huddle. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/team/tools/huddle.html
Agency for Healthcare Research and Quality. (2023b). Reviewing the team’s performance: Debrief. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/team/tools/debrief.html
Agency for Healthcare Research and Quality. (2023c). Section 2: Explanation of key concepts and tools- Communication. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/communication/tools/index.html
Agency for Healthcare Research and Quality. (2023d). Section 2: Explanation of key concepts and tools- Team Leadership. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/team/tools/index.html
Agency for Healthcare Research and Quality. (2023e). Section 2: Explanation of mutual support key concepts and tools. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/mutual/tools/index.html
Agency for Healthcare Research and Quality. (2023f). Section 2: Explanation of key concepts and tools- Situation monitoring. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/situation/tools/index.html
Agency for Healthcare Research and Quality. (2023g). Section 1: Overview of key concepts and tools. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/intro/overview.html
Agency for Healthcare Research and Quality. (2023h). Section 1: Overview of key concepts and tools- Situation monitoring. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/situation/overview/index.html
Agency for Healthcare Research and Quality. (2023i). TeamSTEPPS measurement tools. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/resources/tools/index.html
Agency for Healthcare Research and Quality. (2023j). TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety). Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/index.html
Agency for Healthcare Research and Quality. (2024a). TeamSTEPPS team performance observation tool. https://www.ahrq.gov/sites/default/files/wysiwyg/teamstepps-program/tools/ts-team-performance-tool.pdf
Agency for Healthcare Research and Quality. (2024b). TeamSTEPPS teamwork attitudes questionnaire. https://www.ahrq.gov/sites/default/files/wysiwyg/teamstepps-program/tools/ts-t-taq-questionnaire.pdf
Agency for Healthcare Research and Quality. (2023k). Tool: Call-out. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/communication/tools/callout.html
Agency for Healthcare Research and Quality. (2023l). Tool: Check-Back (or Repeat-Back). Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/communication/tools/checkback.html
Agency for Healthcare Research and Quality. (2023m). Tool: CUS. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/mutual/tools/cus.html
Agency for Healthcare Research and Quality. (2023n). Tool: DESC. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/mutual/tools/desc.html
Agency for Healthcare Research and Quality. (2023o). Tool: I’M SAFE checklist. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/situation/tools/safe.html
Agency for Healthcare Research and Quality. (2019). Tool: SBAR. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/communication/tools/sbar.html
Agency for Healthcare Research and Quality. (2023p). Tool: STEP. Www.ahrq.gov. https://www.ahrq.gov/teamstepps-program/curriculum/situation/tools/step.html
Aldriwesh, M . G., Alyousif S. M., & Alharbi, N. S. (2022) Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: A systematic review. BMC Medical Education 22(1): 13. https://doi.org/10.1186/s12909-021-03073-0.
Allen, E., Elliott, D., & Jackson, D. (2017). Recognising and responding to in-hospital clinical deterioration: An integrative review of interprofessional practice issues. Journal of Clinical Nursing, 26(23-24), 3990–4012. https://doi.org/10.1111/jocn.13839
Almoghirah, H., Illing, J., Nazar, M., & Nazar, H. (2023a). A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04557-x
Almoghirah, H., Illing, J., & Nazar, H. (2023b). A qualitative study to explore student learning and development of interprofessional collaboration during an online interprofessional education intervention. BMC Medical Education, 23(1), 957. https://doi.org/10.1186/s12909-023-04885-y
Almoghirah, H., Nazar, H., & Illing, J. (2021). Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis. Medical Education, 55(7). https://doi.org/10.1111/medu.14453
Andersson, L. M., & Pearson, C. M. (1999). Tit for tat? The spiraling effect of incivility in the workplace. The Academy of Management Review, 24(3), 452. https://doi.org/10.2307/259136
Archibald, D., Trumpower, D., & MacDonald, C. J. (2016, September 6). Interprofessional Collaborative Competencies Attainment Survey (ICCAS). National Center for Interprofessional Practice and Education. https://nexusipe.org/advancing/assessment-evaluation/interprofessional-collaborative-competencies-attainment-survey-iccas
Archibald, D., Trumpower, D., & MacDonald, C. J. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 28(6), 553–558. https://doi.org/10.3109/13561820.2014.917407
Arth, K. S., Shumaker, E. A., Bergman, A. C., Nolan, A. M., Ritzline, P. D., & Paz, J. C. (2018). Physical therapist student outcomes of interprofessional education in professional (entry-level) physical therapist education programs. Journal of Physical Therapy Education, 32(3), 226–240. https://doi.org/10.1097/jte.0000000000000059
Arthur, C., Levett-Jones, T., & Kable, A. (2013). Quality indicators for the design and implementation of simulation experiences: A delphi study. Nurse Education Today, 33(11), 1357–1361. https://doi.org/10.1016/j.nedt.2012.07.012
Asmara, F. Y., Kristina, T. N., Afifah, D. N., & Dewi, D. P. (2021). Assessment of interprofessional education (IPE) in community settings: A systematic review. Nurse Media Journal of Nursing, 11(3), 318–335. https://doi.org/10.14710/nmjn.v11i3.34155
Astbury, J., Ferguson, J., Silverthorne, J., Willis, S., & Schafheutle, E. (2021). High-fidelity simulation-based education in pre-registration healthcare programmes: A systematic review of reviews to inform collaborative and interprofessional best practice. Journal of Interprofessional Care, 35(4), 622-632.
Aston, S. J., Rheault, W., Arenson, C., Tappert, S. K., Stoecker, J., Orzoff, J., Galitski, H., & Mackintosh, S. (2012). Interprofessional Education: A review and analysis of programs from three academic health centers. Academic Medicine, 87(7), 949–955. https://doi.org/10.1097/acm.0b013e3182583374
Au, S. (2023). The outcomes of interprofessional education in prelicensure nursing education: An integrative review. Nurse Education Today, 121, Article 105703. https://doi.org/10.1016/j.nedt.2022.105703
Auvine, B., Densmore, B., Extrom, M., Poole, S., Shanklin, M., & The Center for Conflict Resolution. (1978). A Manual for Group Facilitators. The Fellowship for Intentional Community.
Bahreini, A., Mansourzadeh, A., & Khadem, A. (2022). Reflections on using open-ended questions. Med Edu Bull, 3(2), 469–476. https://doi.org/10.22034/MEB.2022.333518.1054
Bajaj, K., Meguerdichian, M., Thoma, B., Huang, S., Eppich, W., & Cheng, A. (2018). The PEARLS healthcare debriefing tool. Academic Medicine, 93(2), 336.
Baker, D. P., Amodeo, A. M., Krokos, K. J., Slonim, A., & Herrera, H. (2010). Assessing teamwork attitudes in healthcare: Development of the TeamSTEPPS teamwork attitudes questionnaire. BMJ Quality & Safety, 19(6), e49–e49. https://doi.org/10.1136/qshc.2009.036129
Baker, D. P., Beaubien, J. M., & Holtzman, A. K. (2006a). DoD medical team training programs: An independent case study analysis. Agency for Healthcare Research & Quality (AHRQ).
Baker, D. P., Gustafson, S., Beaubien, J., & Salas, E. (2006b). Medical teamwork and patient safety: the evidence-based relation (pp. 1–64). Agency for Healthcare Research & Quality (AHRQ). https://www.researchgate.net/publication/233969549_Medical_Teamwork_and_Patient_Safety_The_Evidence-Based_Relation
Baker, M. J., & Durham, C. F. (2013). Interprofessional education: A survey of students’ collaborative competency outcomes. Journal of Nursing Education, 52(12), 713–718. https://doi.org/10.3928/01484834-20131118-04
Baker, V. O., Cuzzola, R., Knox, C., Liotta, C., Cornfield, C. S., Tarkowski, R. D., Masters, C., McCarthy, M., Sturdivant, S., & Carlson, J. N. (2015). Teamwork education improves trauma team performance in undergraduate health professional students. Journal of Educational Evaluation for Health Professions, 12, 36. https://doi.org/10.3352/jeehp.2015.12.36
Barr, H. (1988). Competent to collaborate: Towards a competency-based model for interprofessional education. Journal of Interprofessional Care, 12(2), 181–187. https://doi.org/10.3109/13561829809014104
Barr, H. (2002). Interprofessional education: Today, yesterday and tomorrow: A review. Www.health.heacademy.ac.uk. https://westminsterresearch.westminster.ac.uk/item/93vxx/interprofessional-education-today-yesterday-and-tomorrow-a-review-2002
Barr, H., Freeth D,, Hammick M,, Koppel I,, & Reeves S. (2000). Evaluations of interprofessional education: A United Kingdom review for health and social care. http://caipe.org.uk/silo/files/evaluations-of-interprofessional-education.pdf
Barrows, H., & Tamblyn, R. (1980). Problem-based learning. Springer Publishing Company. https://app.nova.edu/toolbox/instructionalproducts/edd8124/fall11/1980-BarrowsTamblyn-PBL.pdf
Beagan, B. L., Sibbald, K. R., Pride, T. M., & Bizzeth, S. R. (2022). Professional misfits: “You’re having to perform… all week long”. The Open Journal of Occupational Therapy, 10(4), 1-14. https://doi.org/10.15453/2168-6408.1933
Bebeau, M. J., & Monson, V. E. (2011). Professional identity formation and transformation across the life span. Learning Trajectories, Innovation and Identity for Professional Development, 135–162. https://doi.org/10.1007/978-94-007-1724-4_7
Bebeau, M. J., Born, D. O., & Ozar, D. T. (1993). The development of a professional role orientation inventory. The Journal of the American College of Dentists, 60(2), 27–33. https://pubmed.ncbi.nlm.nih.gov/8408994/
Bell, R., and Fredland, N. (2000). The use of theoretical frameworks guiding interprofessional simulation: An integrative review. Nursing Education Perspectives 41(3), 141–45. https://doi.org/10.1097/01.NEP.0000000000000615.
Berger-Estilita, J., Chiang, H., Stricker, D., Fuchs, A., Greif, R., & McAleer, S. (2020). Attitudes of medical students towards interprofessional education: A mixed-methods study. PLOS ONE, 15(10), e0240835. https://doi.org/10.1371/journal.pone.0240835
Binienda, J. (2015). Critical synthesis package: Readiness for interprofessional learning scale (RIPLS). MedEdPORTAL Publications. https://doi.org/10.15766/mep_2374-8265.10274
Bland, M., Stevens, A., Nellis, P., Mueggenburg, K., Yau, T., & ChenJustin, C. (2020). Interprofessional education and transitions of care: a case-based educational pilot experience. Journal of Interprofessional Care, 35(3), 482–486. https://doi.org/10.1080/13561820.2020.1769041
Blazar, E., Krishnan, V., & Mody, S. (2022). Chapter 6. In Education Theory Made Practical, Volume 4. Pressbooks.
Boet, S., Bould, M. D., Layat Burn, C., & Reeves, S. (2014). Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Medical teacher, 36(10), 853-857. http://doi.org/10.3109/0142159X.2014.923558
Boshoff, K., Murray, C., Worley, A., & Berndt, A. (2020). Interprofessional education placements in allied health: A scoping review. Scandinavian Journal of Occupational Therapy, 27(2), 1–18. https://doi.org/10.1080/11038128.2019.1642955
Brock, D., Abu-Rish, E., Chiu, C.-R., Hammer, D., Wilson, S., Vorvick, L., Blondon, K., Schaad, D., Liner, D., & Zierler, B. (2013). Republished: Interprofessional education in team communication: Working together to improve patient safety. Postgraduate Medical Journal, 89(1057), 642–651. https://doi.org/10.1136/postgradmedj-2012-000952rep
Brock University Centre for Pedagogical Innovation. (2024). Pedagogy of experiential education. Brock University. https://brocku.ca/pedagogical-innovation/resources/experiential-education/pedagogy-of-experiential-education/
Burgess, A., Kalman, E., Haq, I., Leaver, A., Roberts, C., & Bleasel, J. (2020). Interprofessional team-based learning (TBL): How do students engage? BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02024-5
Canadian Interprofessional Health Collaborative. (2010). A national interprofessional competency framework. https://phabc.org/wp-content/uploads/2015/07/CIHC-National-Interprofessional-Competency-Framework.pdf
Canadian Interprofessional Health Collaborative (CIHC). (2010). Evidence review focus: Interprofessional education. In www.cihc.ca. https://www.cihc-cpis.com/uploads/1/2/4/7/124777443/cihc_evidenceforipe_jan1310.pdf
Canadian Interprofessional Health Collaborative (CIHC). (2024, April). CIHC competency framework for advancing collaboration 2024. Www.cihc.ca; Canadian Interprofessional Health Collaborative.
Canadian Interprofessional Health Collaborative (CIHC). (2009). Health care deja vu [Online Image]. In www.cihc.ca. https://cihc-cpis.com/wp-content/uploads/2024/03/patient-care.jpg
Canadian Interprofessional Health Collaborative (CIHC). (2008). How can they work together if they don’t learn together? [Online Image]. In www.cihc.ca. https://cihc-cpis.com/wp-content/uploads/2024/06/cihc_factsheets_ipe-2010.pdf
Center for Advancing Collaborative Healthcare and Education (CACHE). (n.d.). Centre for interprofessional education. Utoronto.ca. https://ipe.utoronto.ca/
Cheng, A., Eppich, W., Epps, C., Kolbe, M., Meguerdichian, M., & Grant, V. (2021). Embracing informed learner self-assessment during debriefing: The art of plus-delta. Advances in Simulation, 6(1), 22. https://doi.org/10.1186/s41077-021-00173-1
Chiniara, G., Cole, G., Brisbin, K., Huffman, D., Cragg, B., Lamacchia, M., & Norman, D. (2013). Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection. Medical Teacher, 35(8), e1380-1395. http://dx.doi.org/10.3109/0142159X.2012.733451
Chiu, C.-J. (2014, April 30). Development and validation of performance assessment tools for interprofessional communication and teamwork (PACT). Digital.lib.washington.edu. https://digital.lib.washington.edu/researchworks/handle/1773/25364
Claramita, M., Riskiyana, R., Susilo, A. P., Huriyati, E., Wahyuningsih, M. S. H., & Norcini, J. J. (2019). Interprofessional communication in a sociohierarchical culture: Development of the TRI-O guide. Journal of Multidisciplinary Healthcare, Volume 12(12), 191–204. https://doi.org/10.2147/jmdh.s196873
College of Health Disciplines. (2013). IPE facilitator guide. University of British Columbia. https://practiceedportal.health.ubc.ca/wp-content/uploads/2017/01/IPE-Facilitator-Guide.pdf
Collins, L., Sicks, S., Umland, E., & Phillips, J. D. (2019). A tool for assessing interprofessional collaborative practice: Evolution of the Jefferson Teamwork Observation Guide (JTOG)®. Journal of Interprofessional Care, 1–4. https://doi.org/10.1080/13561820.2019.1613967
Conroy, C. (2019). Stereotyping as a major barrier to achievement of Interprofessional Education Competencies: A narrative literature review. Internet Journal of Allied Health Sciences and Practice, 17(3). https://doi.org/10.46743/1540-580x/2019.1846
Cook, D. A. (2005). Models of interprofessional learning in Canada. Journal of Interprofessional Care, 19(sup1), 107–115. https://doi.org/10.1080/13561820500082354
Cooke, S., Chew-Graham, C., Boggis, C., & Wakefield, A. (2003). “I never realised that doctors were into feelings too”: Changing student perceptions through interprofessional education. Learning in Health and Social Care, 2(3), 137–146. https://doi.org/10.1046/j.1473-6861.2003.00050.x
Cooper, S., Cant, R., Porter, J., Somers, G., Kinsman, L., & Nestel, D. (2016, September 6). Team Emergency Assessment Measure (TEAM). National Center for Interprofessional Practice and Education. https://nexusipe.org/advancing/assessment-evaluation/team-emergency-assessment-measure-team
Crossley, J., & Vivekananda-Schmidt, P. (2009). Professional Self Identity Questionnaire. PsycTESTS Dataset. https://doi.org/10.1037/t46030-000
Crowl, A. N., Burkhardt, C., & Shrader, S. (2019). Potential best practices for assessment of interprofessional team-ready behaviors on APPEs. Currents in Pharmacy Teaching and Learning, 12(2). https://doi.org/10.1016/j.cptl.2019.11.010
Cruess, R. L., Cruess, S. R., & Steinert, Y. (2016). Amending Miller’s pyramid to include professional identity formation. Academic Medicine, 91(2), 180–185. https://doi.org/10.1097/acm.0000000000000913
Cyr, P. R., Schirmer, J. M., Hayes, V., Martineau, C., & Keane, M. (2020). Integrating interprofessional case scenarios, allied embedded actors, and teaching into formative observed structured clinical exams. Family Medicine, 52(3), 209–212. https://doi.org/10.22454/fammed.2020.760357
Dalhousie University. (2017). IPECC -Glossary of terms, and overview of IP learning taxonomy. https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/Interprofessional%20Health%20Education/IPECC_Glossary_and_Learning_Taxonomy.pdf
Daniel, L., McAtee, T. J., & N-Wilfong, D. (2023, November 1). Promoting psychological safety through the incorporation of diversity, equity, and inclusion (DEI) throughout simulation centers’ operations. Society for Simulation in Healthcare. https://www.ssih.org/About-SSH/News/articleType/ArticleView/articleId/2553/Promoting-Psychological-Safety-through-the-Incorporation-of-Diversity-Equity-and-Inclusion-DEI-throughout-Simulation-Centers-Operations
D’Eon, M., Proctor, P., Cassidy, J., McKee, N., & Trinder, K. (2010). Evaluation of an interprofessional problem-based learning module on care of persons living with HIV/AIDS. Journal of Research in Interprofessional Practice and Education, 1(2). https://doi.org/10.22230/jripe.2010v1n2a28
Djukic, M., Fulmer, T., Adams, J. G., Lee, S., & Triola, M. M. (2012). NYU3T: Teaching, technology, teamwork. Nursing Clinics of North America, 47(3), 333–346. https://doi.org/10.1016/j.cnur.2012.05.003
Dolan, S., & Nowell, L. (2023). Interprofessional socialization: A concept analysis. Journal of Interprofessional Care, 1–12. https://doi.org/10.1080/13561820.2023.2253845
Dolighan, T. (n.d.). Role clarity [Online Image]. In Interprofessional Care: Building on Collaborative Teams. Retrieved June 10, 2024, from https://slideplayer.com/slide/6416734/
Doornebosch, A. J., Smaling, H. J. A., & Achterberg, W. P. (2022). Interprofessional collaboration in long-term care and rehabilitation: A systematic review. Journal of the American Medical Directors Association, 23(5), 764–777. https://doi.org/10.1016/j.jamda.2021.12.028
Doucet, S. A., MacKenzie, D., Loney, E., Godden-Webster, A., Lauckner, H., Brown, P. A., Andrews, C., & Packer, T. L. (2014). Curricular factors that unintentionally affect learning in a community-based interprofessional education program: The student perspective. Journal of Research in Interprofessional Practice and Education, 4(2). https://doi.org/10.22230/jripe.2014v4n2a174
Dow, A. W., DiazGranados, D., Mazmanian, P. E., & Retchin, S. M. (2016, September 6). IPEC competency self-assessment tool. National Center for Interprofessional Practice and Education. https://nexusipe.org/advancing/assessment-evaluation/ipec-competency-self-assessment-tool
Drinka, T., & Clark, P.G. (2000). Health care teamwork: Interdisciplinary practice and teaching. Auburn House.
Drynan, D., & Murphy, S. (2021) Interprofessional practice guide. University of British Columbia. https://practiceedportal.health.ubc.ca/interprofessional-practice-education-guide/
Drynan, D., & Murphy, S. (2013). Understanding and Facilitating Interprofessional Education A Guide to Incorporating Interprofessional Experiences into the Practice Education Setting. University of British Columbia. https://physicaltherapy.med.ubc.ca/files/2012/09/IPE-Guide-2nd-ed.-May-2012.pdf
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. https://doi.org/10.2307/2666999
Evans, S. M., Ward, C., & Reeves, S. (2019). Online interprofessional education facilitation: A scoping review. Medical teacher, 41(2), 215-222. https://doi.org/10.1080/0142159X.2018.1460656
Faculty of Health. (n.d.). Programs. Dalhousie University. Retrieved July 25, 2024, from https://www.dal.ca/faculty/health/programs.html
Fewster-Thuente, L., & Batteson, T. J. (2018). Kolb’s experiential learning theory as a theoretical underpinning for interprofessional education. Journal of Allied Health, 47(1), 3-8.
Figueroa-Sierra, M., Danforth, D., Whyte, M., Munn, J., & Suchak, N. (2014). Modified use of simulation in teams for students in training (MUST-SIT): An interprofessional education model. In Journal of the American Geriatrics Society (Vol. 62, pp. S261-S262). 111 River St, Hoboken 07030-5774, NJ USA: Wiley-Blackwell.
Floren, L. C., Louise Pittenger, A., Cate, O. ten , & Irby, D. M. (2022). Preliminary evidence for a Tool to Observe the Construction of Knowledge in Interprofessional Teams (TOCK–IP). Journal of Interprofessional Care, 37(3), 1–8. https://doi.org/10.1080/13561820.2022.2070143
Ford, J., & Gray, R. (2021, February 8). CAIPE interprofessional education handbook: For educators and practitioners incorporating integrated care and values-based practice. Caipe.org; The Centre for the Advancement of Interprofessional Education. https://www.caipe.org/resources/publications/caipe-publications/caipe-2021-a-new-caipe-interprofessional-education-handbook-2021-ipe-incorporating-values-based-practice-ford-j-gray-r
Fox, L., Onders, R., Hermansen‐Kobulnicky, C. J., Nguyen, T., Myran, L., Linn, B. S., & Hornecker, J. (2017). Teaching interprofessional teamwork skills to health professional students: A scoping review. Journal of Interprofessional Care, 32(2), 127–135. https://doi.org/10.1080/13561820.2017.1399868
Freeman, S., Wright, A., & Lindqvist, S. (2010). Facilitator training for educators involved in interprofessional learning. Journal of Interprofessional Care, 24(4), 375–385. https://doi.org/10.3109/13561820903373202
Freeth, D., Hammick, M., Reeves, S., Koppel, I., & Barr, H. (2005). Effective interprofessional education. Blackwell Publishing Ltd.
Frost, J. S., Hammer, D. P., Nunez, L. M., Adams, J. L., Chesluk, B., Grus, C., Harvison, N., McGuinn, K., Mortensen, L., Nishimoto, J. H., Palatta, A., Richmond, M., Ross, E. J., Tegzes, J., Ruffin, A. L., & Bentley, J. P. (2018). The intersection of professionalism and interprofessional care: Development and initial testing of the interprofessional professionalism assessment (IPA). Journal of Interprofessional Care, 33(1), 102–115. https://doi.org/10.1080/13561820.2018.1515733
Gilliam, E. H., Nuffer, W., Brunner, J. M., Kosirog, E., M. Suzanne Metcalf, Thompson, M. E., & Chavez, B. (2020). A multimethod evaluation of an interprofessional IPPE in an underserved clinic. Currents in Pharmacy Teaching and Learning, 12(6), 663–670. https://doi.org/10.1016/j.cptl.2020.01.036
Galway, L.P., Corbett K.K., Takaro, T.K., Tairyan K., and Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14(181). http://www.biomedcentral.com/1472-6920/14/181
Godden-Webster, A., & Murphy, G. (2014). Interprofessional collaboration in practice: A guide for strengthening student learning experiences. Dalhousie University. https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/Interprofessional%20Health%20Education/Facilitator%20Guide%20FINAL%20-%20with%20links.pdf
Gong, Y. (2017). Developing an assessment tool for enhancing interprofessional education of patient safety. Studies in Health Technology and Informatics, 241, 51–56. https://pubmed.ncbi.nlm.nih.gov/28809182/
Government of Canada. (2022, May 16). Transforming health with integrated care – CIHR. https://cihr-irsc.gc.ca/e/52996.html
Grant, V. J., Robinson, T., Catena, H., Eppich, W., & Cheng, A. (2018). Difficult debriefing situations: A toolbox for simulation educators. Medical Teacher, 40(7), 703–712. https://doi.org/10.1080/0142159x.2018.1468558
Granheim, B. M., Shaw, J. M., & Mansah, M. (2018). The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. Nurse Education Today, 62(62), 118–127. https://doi.org/10.1016/j.nedt.2017.12.021
Gunaldo, T. P., Augustus-Wallace, A., Brisolara, K. F., Hicks, M. N., Mercante, D. E., Synco, T., Zorek, J. A., & Schilling, D. (2020). Improving stereotypes: The impact of interprofessional education in pre-health students. Journal of Interprofessional Care, 35(5), 794–798. https://doi.org/10.1080/13561820.2020.1806218
Hammer, D., Anderson, M. B., Brunson, W. D., Grus, C., Heun, L., Holtman, M., Mashima, T., Mcguinn, K., Nunez, L., Register, S., Ross, L., Ruffin, A., & Frost, J. G. (2012). Defining and measuring construct of interprofessional professionalism. Journal of Allied Health, 41(2), https://www.ingentaconnect.com/content/asahp/jah/2012/00000041/00000002/art00011
Harvard Centre for Medical Simulation. (n.d.). The Basic Assumption. Retrieved May 19, 2020, from https://harvardmedsim.org/resources/the-basic-assumption/
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/10.1016/j.xjep.2021.100447
Headrick, L. A., Barton, A. J., Ogrinc, G., Strang, C., Aboumatar, H. J., Aud, M. A., Haidet, P., Lindell, D., Madigosky, W. S., & Patterson, J. E. (2012). Results of an effort to integrate quality and safety into medical and nursing school curricula and foster joint learning. Health Affairs, 31(12), 2669–2680. https://doi.org/10.1377/hlthaff.2011.0121
Health Sciences Education and Research Commons. (2018). Interprofessional Facilitation Handbook. University of Alberta. https://sites.ualberta.ca/~hsercweb/viper/IP_Facilitation.pdf
Hemstock, O., Bailey, M., Spencer, N., Simmons, H., Coombs, S., Carrion-Weiss, J., & Richardson, C. (2022). Three degrees of influence in virtual workshops: Towards an understanding of co-creative facilitation practice in technologically mediated settings. https://doi.org/10.21606/drs.2022.419
Hill, E., Morehead, E., Gurbutt, D., Keeling, J., & Gordon, M. (2019). 12 tips for developing inter-professional education (IPE) in healthcare. MedEdPublish, 8(1). https://doi.org/10.15694/mep.2019.000069.1
Hobgood, C., Sherwood, G., Frush, K., Hollar, D., Maynard, L., Foster, B., Sawning, S., Woodyard, D., Durham, C., Wright, M., & Taekman, J. (2010). Teamwork training with nursing and medical students: Does the method matter? Results of an interinstitutional, interdisciplinary collaboration. BMJ Quality & Safety, 19(6), e25. https://doi.org/10.1136/qshc.2008.031732
Holtman, M. C., Frost, J. S., Hammer, D. P., McGuinn, K., & Nunez, L. M. (2011). Interprofessional professionalism: Linking professionalism and interprofessional care. Journal of Interprofessional Care, 25(5), 383–385. https://doi.org/10.3109/13561820.2011.588350
Holtschneider, M. E., & Park, C. W. (2021). Tackling the tough questions: Microaggressions in the interprofessional learning environment – Part 1. Journal for Nurses in Professional Development, 37(3), 168–170. https://doi.org/10.1097/nnd.0000000000000734
Horsley, T. L., Reed, T., Muccino, K., Quinones, D., Siddall, V. J., & McCarthy, J. (2016). Developing a foundation for interprofessional education within nursing and medical curricula. Nurse Educator, 41(5), 234–238. https://doi.org/10.1097/NNE.0000000000000255
Hosseinpour, A., Keshmiri, F., Jambarsang, S., Jabinian, F., & Shiryazdi, S. M. (2022). The effect of interprofessional education on interprofessional professionalism behaviors of the surgical team members. BMC Nursing, 21(1). https://doi.org/10.1186/s12912-022-01015-9
Howkins, E., & Bray, J. (2008). Preparing for interprofessional teaching: Theory and Practice. Radcliffe Publishing.
International Nursing Association for Clinical Simulation and Learning (INASCL). (2021). Onward and upward: Introducing the healthcare simulation standards of best practice. Clinical Simulation in Nursing, 58, 1–4. https://doi.org/10.1016/j.ecns.2021.08.006
Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Interprofessional Education Collaborative. https://ipec.memberclicks.net/assets/2016-Update.pdf
Interprofessional Professionalism Collaborative. (2018). Interprofessional professionalism assessment. http://www.interprofessionalprofessionalism.org/uploads/1/8/8/6/1886419/ipa_instrument.pdf
iTOFT Consortium. (2015). Resource pack for the iTOFT. https://practiceedportal.health.ubc.ca/wp-content/uploads/2017/05/iTOFT-Resource-Pack.pdf
Jaye, P., Thomas, L., & Reedy, G. (2015). ‘The Diamond’: A structure for simulation debrief. The clinical teacher, 12(3),
171-175. https://doi.org/10.1111/tct.12300
Jefferson Center for Interprofessional Practice and Education (JCIPE). (n.d.). Jefferson Center for Interprofessional Practice & Education. Www.jefferson.edu. https://www.jefferson.edu/academics/academic-centers/interprofessional-education.html
Jefferson Center for Interprofessional Practice & Education. (n.d.). Jefferson Teamwork Observation Guide® (JTOG®). Www.jefferson.edu. Retrieved July 15, 2024, from https://www.jefferson.edu/academics/academic-centers/interprofessional-education/resources.html
Johnson, A. M., & Howell, D. M. (2017). International service learning and interprofessional education in Ecuador: Findings from a phenomenology study with students from four professions. Journal of Interprofessional Care, 31(2), 245–254. https://doi.org/10.1080/13561820.2016.1262337
Joseph, S., & Diack, L. (2015). Playing interprofessional games: Reflections on using the Interprofessional Education Game (iPEG). Journal of Interprofessional Care, 29(3), 260-262. https://doi.org/10.3109/13561820.2014.942839
Kent, F., George, J., Lindley, J., & Brock, T. (2020). Virtual workshops to preserve interprofessional collaboration when physical distancing. Medical education, 54(7), 661-662. https://doi.org/10.1111/medu.14179
Kent, F., Hayes, J., Glass, S., & Rees, C. E. (2017). Pre-registration interprofessional clinical education in the workplace: A realist review. Medical Education, 51(9), 903–917. https://doi.org/10.1111/medu.13346
Keshmiri, F., Hoseinpoor, A., Jambarsang, S., Jabinian, F., & Shiryazdi, M. (2022). Assessment of interprofessional professionalism of surgical residents and workers in operating units in teaching hospitals: A cross-sectional study. Journal of Medical Education Development, 15(47), 11–18. https://doi.org/10.52547/edcj.15.47.11
Khalili, H., Orchard, C., Laschinger, H. K., & Farah, R. (2013). An interprofessional socialization framework for developing an interprofessional identity among health professions students. Journal of Interprofessional Care, 27(6):448–53. https://doi.org/10.3109/13561820.2013.804042
Khalili, H., & Orchard, C. (2020). The effects of an IPS-based IPE program on interprofessional socialization and dual identity development. Journal of interprofessional care, 1–11. Advance online publication. https://doi.org/10.1080/13561820.2019.1709427
Khalili, H., Thistlethwaite, J., El-Awaisi, A., Pfeifle, A., Gilbert, J., Lising, D., MacMillan, K., Maxwell, B., Grymonpre, R., Rodrigues, F., Snyman, S., & Xyrichis, A. (2019). Guidance on global interprofessional education and collaborative practice research: Discussion paper. https://digitalcollection.zhaw.ch/bitstream/11475/19793/1/Guidance-on-Global-Interprofessional-Education-and-Collaborative-Practice-Research_Discussion-Paper_FINAL-WEB.pdf
Khalili, H., Park, V., Daulton, B., Langlois, S., Wetzlmair, L. C., MacMillan, K. M., El-Awaisi, A., Green, C., Ballard, J., Pandey, J. Konrad, S. C., Frost, J., Başer Kolcu, M. I.., Kolcu, G., McCartan, C., Baugh, G., Gaboury, I., Breitbach, A., Brown, R., Pfeifle, A. (2022). Interprofessional education and collaborative practice (IPECP) in post-COVID healthcare education and practice transformation era – Discussion paper. Joint Publication by InterprofessionalResearch.Global, American Interprofessional Health Collaborative & Canadian Interprofessional Health Collaborative, ISBN: 978-1-7366963-3-0. www.interprofessionalresearch.global
Khalilli, H., Price, S. (2021). Dual vs duel in becoming professional in the era of interprofessionalism – Lessons Learned from covid-19 pandemic. Journal of Interprofessional Care 18:1-6.
Khalili H, Price S. (2022). From uniprofessionalty to interprofessionality: Dual vs dueling identities in healthcare. Journal of Interprofessional Care, 36(3), 473–8. https://doi.org/10.1080/13561820.2021.1928029
Kim, Y. J., & Yoo, J. H. (2020). The utilization of debriefing for simulation in healthcare: A literature review. Nurse Education in Practice, 43, 102698. Advance online publication. https://doi.org/10.1016/j.nepr.2020.102698
King, H. B., Battles, J., Baker, D. P., Alonso, A., Salas, E., Webster, J., Toomey, L., & Salisbury, M. (2008, August). TeamSTEPPS: Team strategies and tools to enhance performance and patient safety. Nih.gov; Agency for Healthcare Research and Quality (US). https://www.ncbi.nlm.nih.gov/books/NBK43686/
Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (2000). To err is human: Building a safer health system. PubMed. https://pubmed.ncbi.nlm.nih.gov/25077248/
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kolbe, M., Weiss, M., Grote, G., Knauth, A., Dambach, M., Spahn, D. R., & Grande, B. (2013). TeamGAINS: a tool for structured debriefings for simulation-based team trainings. BMJ Quality & Safety, 22(7), 541–553. https://doi.org/10.1136/bmjqs-2012-000917
Krathwohl, D. R. (2010). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Kwon, C., & Duzyj, C. M. (2022). The impact of TeamSTEPPS training on obstetric team attitudes and outcomes on the labor and delivery unit of a regional perinatal center. American Journal of Perinatology, 41(S 01). https://doi.org/10.1055/a-1974-4045
Labrague, L. J., McEnroe – Petitte, D. M., Fronda, D. C., & Obeidat, A. A. (2018). Interprofessional simulation in undergraduate nursing program: An integrative review. Nurse Education Today, 67, 46–55. https://doi.org/10.1016/j.nedt.2018.05.001
Lackie, K., Hayward, K., Ayn, C., Stilwell, P., Lane, J., Andrews, C., Dutton, T., Ferkol, D., Harris, J., Houk, S., Pendergast, N., Persaud, D., Thillaye, J., Mills, J., Grant, S., & Munroe, A. (2022). Creating psychological safety in interprofessional simulation for health professional learners: A scoping review of the barriers and enablers. Journal of Interprofessional Care, 37(2), 1–16. https://doi.org/10.1080/13561820.2022.2052269
LeGros, T. A., Amerongen, H. M., Cooley, J. H., & Schloss, E. P. (2015). Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training. Journal of Interprofessional Care, 29(6), 596–602. https://doi.org/10.3109/13561820.2015.1040874
Lehrer, M. D., Murray, S., Benzar, R., Stormont, R., Lightfoot, M., Hafertepe, M., Welch, G., Peters, N., & Maio, A. (2015). Peer-led problem-based learning in interprofessional education of health professions students. Medical Education Online, 20(1), 28851. https://doi.org/10.3402/meo.v20.28851
Leonard, M., Graham, S., & Bonacum, D. (2004). The human factor: The critical importance of effective teamwork and communication in providing safe care. Quality and Safety in Health Care, 13(1), 85–90. https://doi.org/10.1136/qshc.2004.010033
Lestari, E., Stalmeijer, R. E., Widyandana, D., & Scherpbier, A. (2016). Understanding students’ readiness for interprofessional learning in an Asian context: A mixed-methods study. BMC Medical Education, 16(1). https://doi.org/10.1186/s12909-016-0704-3
Lewis C. (2023). The impact of interprofessional incivility on medical performance, service and patient care: a systematic review. Future healthcare journal, 10(1), 69–77. https://doi.org/10.7861/fhj.2022-0092
Liaw, S. Y., Zhou, W. T., Lau, T. C., Siau, C., & Chan, S. W. (2014). An interprofessional communication training using simulation to enhance safe care for a deteriorating patient. Nurse Education Today, 34(2), 259–264. https://doi.org/10.1016/j.nedt.2013.02.019
Lie, D., May, W., Richter-Lagha, R., Forest, C., Banzali, Y., & Lohenry, K. (2015). Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter. Medical Education Online, 20(1), 26691. https://doi.org/10.3402/meo.v20.26691
Long, S., Schwartz, B. W., Conner-Kerr, T., Cada, E. A., & Hogan, R. (2014). Priorities, strategies, and accountability measures in interprofessional education. PubMed, 43(3), e37-44.
Luebbers, E. L., Dolansky, M. A., Vehovec, A., & Petty, G. (2016). Implementation and evaluation of a community-based interprofessional learning activity. Journal of Interprofessional Care, 31(1), 91–97. https://doi.org/10.1080/13561820.2016.1237936
Lyons, K. J., PhD., Giordano, C., PhD., Speakman, Elizabeth, EdD., R.N., Smith, Kellie, EdD., R.N., & Horowitz, June Andrews, R.N., PhD. (2016). Jefferson Teamwork Observation Guide (JTOG): An instrument to observe teamwork behaviors. Journal of Allied Health, 45(1), 49-53C. https://ezproxy.library.dal.ca/login?url=https://www.proquest.com/scholarly-journals/jefferson-teamwork-observation-guide-jtog/docview/1774315026/se-2
MacDonald, C. J., Archibald, D., Trumpower, D., Casimiro, L., Cragg, B., & Jelley, W. (2010). Designing and operationalizing a toolkit of bilingual interprofessional education assessment instruments. Journal of Research in Interprofessional Practice and Education, 1(3). https://doi.org/10.22230/jripe.2010v1n3a36
MacDonald, Trumpower, Casimiro, Cragg, Jelley, Archibald, & Johnstone. (2009). ICCAS -Interprofessional Collaborative Competencies Attainment Survey. https://provost.uga.edu/_resources/documents/ICCAS_Survey.pdf
MacKenzie, D. E., Sibbald, K. R., Sponagle, K., Hickey, E., Creaser, G., Hebert, K., Gubitz, G., Mishra, A., Nicholson, M., & Sarty G.E. (2024). Developing pre-licensure interprofessional and stroke care competencies through skills-based simulations. Journal of Interprofessional Care, https://doi.org/10.1080/13561820.2024.2371339
MacKenzie, D., & Merritt, B.K. (2013). Making space – Integrating meaningful interprofessional experiences into an existing curriculum. Journal of Interprofessional Care, 27(3), 274-276. https://doi.org/10.3109/13561820.2012.751900
MacKenzie, D. Merritt, B.K., Holstead, R., & Sarty, G.E. (2020). Professional practice behaviour tool development: Identification and validation of key indicators. British Journal of Occupational Therapy, 83(7), 432-446. https://doi.org/10.1177/0308022619879361
MacKenzie, D. E., & Merritt, B. K. (2020). Professional Behaviour Rubric (PBR©) and Guide©. https://caul-cbua.pressbooks.pub/app/uploads/sites/137/2024/06/PBR-2024_Guide_OER.pdf
Maddock, B., Dārziņš, P., & Kent, F. (2022). Realist review of interprofessional education for health care students: What works for whom and why. Journal of Interprofessional Care, 37(2), 1–14. https://doi.org/10.1080/13561820.2022.2039105
Madill, A., & Latchford, G. (2005). Identity change and the human dissection experience over the first year of medical training. Social Science & Medicine, 60(7), 1637–1647. https://doi.org/10.1016/j.socscimed.2004.08.035
Margalit, R., Thompson, S., Visovsky, C., Geske, J., Collier, D., Birk, T., & Paulman, P. (2009). From professional silos to interprofessional education: campuswide focus on quality of care. Quality Management in Health Care, 18(3), 165–173. https://doi.org/10.1097/QMH.0b013e3181aea20d
Margolis, A., Shah, S., Zorek, J. A., Kieser, M., & Martin, B. (2021). Implementation of the Individual Teamwork Observation and Feedback Tool (iTOFT) to evaluate APPE student performance. American Journal of Pharmaceutical Education, 86(3), 8578. https://doi.org/10.5688/ajpe8578
Malec, J. F., Torsher, L. C., Dunn, W. F., Wiegmann, D. A., Arnold, J. J., Brown, D. A., & Phatak, V. (2007). The Mayo High Performance Teamwork Scale: Reliability and validity for evaluating key crew resource management skills. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(1), 4–10. https://doi.org/10.1097/sih.0b013e31802b68ee
McLoughlin, C., Patel, K. D., O’Callaghan, T., & Reeves, S. (2017). The use of virtual communities of practice to improve interprofessional collaboration and education: Findings from an integrated review. Journal of Interprofessional Care, 32(2), 136–142. https://doi.org/10.1080/13561820.2017.1377692
Michalec, B., & Sampson, I. (2018). An auto-ethnographic case-story on the development and integration of interprofessional education: Part I -A quest for impact. https://bpb-us-w2.wpmucdn.com/sites.udel.edu/dist/c/6286/files/2018/11/Auto-Eth-Case-Story-11-27-178oons.pdf
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63-7. https://doi.org/10.1097/00001888-199009000-00045
Miller, J. (n.d.). Bloom’s taxonomy. Www.jeseciamiller.com. Retrieved May 28, 2024, from https://www.jeseciamiller.com/learning-models/blooms-taxonomy
Mills, B., Hansen, S., Nang, C., McDonald, H., Lyons-Wall, P., Hunt, J., & O’Sullivan, T. (2020). A pilot evaluation of simulation-based interprofessional education for occupational therapy, speech pathology and dietetic students: improvements in attitudes and confidence. Journal of Interprofessional Care, 34(4), 472-480. https://doi.org/10.1080/13561820.2019.1659759
Milot, É., Museux, A.-C., & Careau, E. (2017). Facilitator training program: The Université Laval interprofessional initiative. Social Work in Health Care, 56(3), 202–214. https://doi.org/10.1080/00981389.2016.1265630
Nagel, D. A., Penner, J. L., Halas, G., Philip, M. T., & Cooke, C. A. (2024). Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: A scoping review. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05114-w
Nakamura, S., Ohtsuki, M., Miki, Y., Noda, T., Suzuki, S., Maeno, T., & Matsui, T. (2017). Effect of team-based learning in interprofessional education at a health university. DOAJ (Directory of Open Access Journals), 3(2). https://doi.org/10.20407/fmj.3.2_33
National Center for Interprofessional Practice and Education. (2016, September 6). Team Observed Structured Clinical Encounter (TOSCE). National Center for Interprofessional Practice and Education. https://nexusipe.org/advancing/assessment-evaluation/team-observed-structured-clinical-encounter-tosce
Nicolaidis, C., Timmons, V., Thomas, M. J., Waters, A. S., Wahab, S., Mejia, A., & Mitchell, S. R. (2010). “You don’t go tell white people nothing”: African American women’s perspectives on the influence of violence and race on depression and depression care. American Journal of Public Health, 100(8), 1470–1476. https://doi.org/10.2105/ajph.2009.161950
Nicolaides, M., Theodorou, E., Hanrahan, J. G., Theodoulou, I., Emin, E. I., Papalois, A., & Sideris, M. (2019). Advancing medical students’ non-technical skills in a group-based setting. Journal of Investigative Surgery, 34(1), 39–43. https://doi.org/10.1080/08941939.2019.1602691
Norsen, L., & Spillane, L. L. (2012). Partnering in interprofessional education to design simulation programs to promote collaboration and patient safety. Creative Nursing, 18(3), 109–113. https://doi.org/10.1891/1078-4535.18.3.109
Ohtake, P. J., Kruger, D. J., & Kruger, J. S. (2022). Validation of a very brief assessment of interprofessional collaborative practice skill gains: ICCAS-Q21. Journal of Physical Therapy Education, 36(4). https://doi.org/10.1097/jte.0000000000000247
O’Keefe, M., Henderson, A., & Chick, R. (2017). Defining a set of common interprofessional learning competencies for health profession students. Medical Teacher, 39(5), 463–468. https://doi.org/10.1080/0142159x.2017.1300246
Olson, R., & Bialocerkowski, A. (2014). Interprofessional education in allied health: A systematic review. Medical Education, 48(3), 236–246. https://doi.org/10.1111/medu.12290
Onan, A., Simsek, N., Elcin, M., Turan, S., Erbil, B., & Deniz, K. Z. (2017). A review of simulation-enhanced, team-based cardiopulmonary resuscitation training for undergraduate students. Nurse Education in Practice, 27, 134–143. https://doi.org/10.1016/j.nepr.2017.08.023
Park, C. W., & Holtschneider, M. E. (2021). Tackling the tough questions: Microaggressions in the interprofessional learning environment part 2. Journal for Nurses in Professional Development, 37(5), 305–307. https://doi.org/10.1097/nnd.0000000000000796
Parker, R., Hodierne, L., Anderson, E. S., Davies, R. S., & Elloy, M. (2018). Academic ability and teamworking in medical students. The Clinical Teacher, 16(3), 209–213. https://doi.org/10.1111/tct.12800
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. https://doi.org/10.1046/j.1365-2923.1999.00298.x
Peeters, M. J., Sexton, M., Metz, A. E., & Hasbrouck, C. S. (2017). A team-based interprofessional education course for first-year health professions students. Currents in Pharmacy Teaching and Learning, 9(6), 1099–1110. https://doi.org/10.1016/j.cptl.2017.07.006
Picketts, L., Warren, M. D., & Bohnert, C. (2021). Diversity and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants. BMJ Simulation & Technology Enhanced Learning, 7(6), 590.
Pitout, H., Adams, F., Casteleijn, D., & du Toit, S. H. J. (2022). Factors to consider in planning a tailored undergraduate interprofessional education and collaborative practice curriculum: A scoping review. South African Journal of Occupational Therapy, 52(1). https://doi.org/10.17159/2310-3833/2022/vol52n1a9
Philadelphia University, & Thomas Jefferson University. (2018). Jefferson Teamwork Observation Guide fact sheet. Thomas Jefferson University. https://nexusipe-summit.s3.us-west-2.amazonaws.com/2023/inline-files/JTOG%20Fact%20Sheet.pdf
Posmontier, B., Montgomery, K., Smith Glasgow, M. E., Montgomery, O. C., & Morse, K. (2012). Transdisciplinary teamwork simulation in obstetrics–gynecology health care education. Journal of Nursing Education, 51(3), 176–179. https://doi.org/10.3928/01484834-20120127-02
Price, S.L., Sim, S.M., Little, V., Almost, J., Andrews, C., Davies, H., Harman, K., Khalili, H., Sutton, E., & LeBrun, J. (2020). A longitudinal, narrative study of professional socialization among health students. Medical Education, 55(4), 478- 485. https://doi.org/10.1111/medu.14437
Pride, T., Beagan, B. L., MacLeod, A., & Sibbald, K. (2022). Educational experiences of health professionals from marginalized groups: “It definitely takes more work.” Diaspora, Indigenous, and Minority Education, 18(1), 51–67. https://doi.org/10.1080/15595692.2022.2149485
Purdy, E., Symon, B., Marks, R.-E., Speirs, C., & Brazil, V. (2023). Exploring equity, diversity, and inclusion in a simulation program using the SIM-EDI tool: The impact of a reflexive tool for simulation educators. Advances in Simulation, 8(1). https://doi.org/10.1186/s41077-023-00250-7
Reed, T., Horsley, T. L., Muccino, K., Quinones, D., Siddall, V. J., McCarthy, J., & Adams, W. (2017). Simulation using TeamSTEPPS to promote interprofessional education and collaborative practice. Nurse Educator, 42(3), E1–E5. https://doi.org/10.1097/nne.0000000000000350
Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., McFadyen, A., Rivera, J., & Kitto, S. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical teacher, 38(7), 656–668. https://doi.org/10.3109/0142159X.2016.1173663
Reeves, S., Pelone, F., Hendry, J., Lock, N., Marshall, J., Pillay, L., & Wood, R. (2016). Using a meta-ethnographic approach to explore the nature of facilitation and teaching approaches employed in interprofessional education. Medical teacher, 38(12), 1221-1228. https://doi.org/10.1080/0142159X.2016.1210114
Reinders J, Krijnen WP. Interprofessional identity and motivation towards interprofessional collaboration. Medical education, 57(11), 1068–1078. https://doi.org/10.1111/medu.15096
Rideout, E. & Carpio, B. (2001). The problem-based model of nursing education. In E. Rideout (ed.), Transforming nursing education through problem-based Learning (pp. 21-44). Toronto: Jones and Barlett Publishers
Robertson, B., Kaplan, B., Atallah, H., Higgins, M., Lewitt, M. J., & Ander, D. S. (2010). The use of simulation and a modified TeamSTEPPS curriculum for medical and nursing student team training. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 5(6), 332–337. https://doi.org/10.1097/sih.0b013e3181f008ad
Rodrigues da Silva Noll Gonçalves, J., Noll Gonçalves, R., Vinicius da Rosa, S., Schaia Rocha Orsi, J., Santos de Paula, K. M., Moysés, S. J., & Werneck, R. I. (2023). Potentialities and limitations of interprofessional education during graduation: A systematic review and thematic synthesis of qualitative studies. BMC Medical Education, 23, Article 236. https://doi.org/10.1186/s12909-023-04211-6
Romito, L., Daulton, B. J., Stone, C., & Pfeifle, A. L. (2020). Peer Led Team Learning in a Foundational IPE Curriculum. Health Interprofessional Practice and Education, 4(1), 2126. https://doi.org/10.7710/2641-1148.2126
Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There’s no such thing as “nonjudgmental” debriefing: A theory and method for debriefing with good judgment. Simulation in healthcare, 1(1), 49-55. https://doi.org/10.1097/01266021-200600110-00006
Sanger, C. S. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. In Sanger, C., Gleason, N. (eds.), Diversity and inclusion in global higher education: Lessons from across Asia, (pp. 31-71). Palgrave Macmillan, Singapore.
Sawyer, T., Eppich, W., Brett-Fleegler, M., Grant, V., & Cheng, A. (2016). More than one way to debrief: A critical review of healthcare simulation debriefing methods. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 11(3), 209-217. https://doi.org/10.1097/SIH.0000000000000148
Schmitz, C. C., Radosevich, D. M., Jardine, P., MacDonald, C. J., Trumpower, D., & Archibald, D. (2016). The Interprofessional Collaborative Competency Attainment Survey (ICCAS): A replication validation study. Journal of Interprofessional Care, 31(1), 28–34. https://doi.org/10.1080/13561820.2016.1233096
Srinivasan, M., Wilkes, M., Stevenson, F., Nguyen, T., & Slavin, S. (2007). Comparing Problem-Based Learning with Case-Based Learning: Effects of a Major Curricular Shift at Two Institutions. Academic Medicine, 82(1), 74–82.
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Psycnet.apa.org. https://psycnet.apa.org/record/1987-97655-000
Shelvey, B. M., Coulman, S. A., & John, D. N. (2016). Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: The medical student perspective. Advances in Medical Education and Practice, 7, 661–670. https://doi.org/10.2147/amep.s116618
Shrader, S., & Griggs, C. (2014). Multiple interprofessional education activities delivered longitudinally within a required clinical assessment course. American Journal of Pharmaceutical Education, 78(1), 14. https://doi.org/10.5688/ajpe78114
Sims, S., Hewitt, G., & Harris, R. (2015). Evidence of collaboration, pooling of resources, learning and role blurring in interprofessional healthcare teams: A realist synthesis. Journal of Interprofessional Care, 29(1), 20–25. https://doi.org/10.3109/13561820.2014.939745
Simulation Canada. (2022, February 20). SIM scenario exchange – Simulation Canada. Simulationcanada.ca. https://simulationcanada.ca/resources/scenario-exchange/
Smith, K., George, D., Giordano, C., Lyons, K., & Speakman, E. (n.d.). Teamwork Observation Guide (JTOG): A teaching tool for IPE. Thomas Jefferson University. https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1055&context=jcipeconference
Solomon, P., Marshall, D., Boyle, A., Burns, S., Casimiro, L. M., Hall, P., & Weaver, L. (2011). Establishing face and content validity of the McMaster-Ottawa team observed structured clinical encounter (TOSCE). Journal of Interprofessional Care, 25(4), 302–304. https://doi.org/10.3109/13561820.2011.571353
Sowole, L., Kainth, R., Tuudah, C., Delmonte Sen, A., Price, N., & O’Hara, G. (2024). High Consequence Infectious Diseases (HCID): The conception and development of a multidisciplinary, interprofessional simulation training programme. Journal of Hospital Infection, 147, 87–97. https://doi.org/10.1016/j.jhin.2024.02.003
Spaulding, E. M., Marvel, F. A., Jacob, E., Rahman, A., Hansen, B. R., Hanyok, L. A., Martin, S. S., & Han, H.-R. (2019). Interprofessional education and collaboration among healthcare students and professionals: A systematic review and call for action. Journal of Interprofessional Care, 35(4), 1–10. https://doi.org/10.1080/13561820.2019.1697214
Statistics Canada. (2016). Census Profile, 2016 Census. https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/details/page.cfm?Lang=E&Geo1=PR&Code1=01&Geo2=PR&Code2=01&Data=Count&SearchText=canada&SearchType=Begins&SearchPR=01&B1=All&TABID=1
Tegzes, J. H., & Frost, J. S. (2021). Alignment of selected veterinary education competencies with the Interprofessional Professionalism Assessment. Frontiers in Veterinary Science, 8. https://doi.org/10.3389/fvets.2021.688633
Third, S. (2022). 3.3 Donald Schon. In Reflective Practice in Early Years Education. Pressbooks. https://ecampusontario.pressbooks.pub/reflectivepracticeinearlyyears/chapter/3-3-donald-schon/
Thistlethwaite. (2015). iTOFT. National center for interprofessional practice and education. https://nexusipe-resource-exchange.s3-us-west-2.amazonaws.com/Thistlethwaite%2C%20iTOFTs%2C%202015.pdf?l3hRIASbd7PmkCD6YqQ9ey3aw20YNX.S
Thistlethwaite, J., & Moran, M. (2010). Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Journal of Interprofessional Care, 24(5), 503–513. https://doi.org/10.3109/13561820.2010.483366
Thistlethwaite, J., Dallest, K., Moran, M., Dunston, R., Roberts, C., Eley, D., Bogossian, F., Forman, D., Bainbridge, L., Drynan, D., & Fyfe, S. (2016). Introducing the Individual Teamwork Observation and Feedback Tool (iTOFT): Development and description of a new interprofessional teamwork measure. Journal of Interprofessional Care, 30(4), 526–528. https://doi.org/10.3109/13561820.2016.1169262
Thomas Jefferson University. (2014). Jefferson Interprofessional Observation Guide. Texas A&M University Health. https://health.tamu.edu/iper/research/docs/jtog-july-2014.pdf
Thompson, D. S., Abourbih, J., Carter, L., Adams-Carpino, G., Berry, S., Graves, L. E., & Ranger, N. J. (2017). Views from the field: Medical student experiences and perceptions of interprofessional learning and collaboration in rural settings. Journal of Interprofessional Care, 32(3), 339–347. https://doi.org/10.1080/13561820.2017.1409703
Tofil, N. M., Morris, J. L., Peterson, D. T., Watts, P., Epps, C., Harrington, K. F., Leon, K., Pierce, C., & White, M. L. (2014). Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship. Journal of Hospital Medicine, 9(3), 189–192. https://doi.org/10.1002/jhm.2126
Ugirase, S. (2022). The effect of interprofessional conflict resolution on interprofessional collaborative practice among health care provider teams in hospitals. Electronic Thesis and Dissertation Repository. https://ir.lib.uwo.ca/etd/8403
Umland, E. M., Valenzano, J., Brown, C., & Giordano, C. (2017). An evaluation of the opportunities for collaborative practice occurring in and the impact of interprofessional education on advanced pharmacy practice experiences. Currents in Pharmacy Teaching and Learning, 9(3), 491–497. https://doi.org/10.1016/j.cptl.2017.01.004
University of Alberta. (n.d.). Interprofessional Education. Www.ualberta.ca. https://www.ualberta.ca/health-sciences-education-research/ip-education/index.html
University of Alberta. (2013). Interprofessional learning pathway competency framework. https://www.ualberta.ca/health-sciences-education-research/media-library/documents/education/hserc-interprofessional-learning-pathway-competency-framework.pdf
University of British Columbia. (n.d.). Collaborative health education. Health.ubc.ca. Retrieved July 25, 2024, from https://health.ubc.ca/collaborative-health-education
Van Diggele, C., Roberts, C., Burgess, A., & Mellis, C. (2020). Interprofessional education: Tips for design and implementation. BMC Medical Education, 20(2). https://doi.org/10.1186/s12909-020-02286-z
Van Soeren, M., Devlin-Cop, S., MacMillan, K., Baker, L., Egan-Lee, E., & Reeves, S. (2011). Simulated interprofessional education: An analysis of teaching and learning processes. Journal of Interprofessional Care, 25(6), 434-440. https://doi.org/10.3109/13561820.2011.592229
Varekojis, S. M. (2022). 2021 Year in review: Interprofessional education. Respiratory Care, 67(6), 715–720. https://doi.org/10.4187/respcare.09935
Verkuyl, M., Atack, L., McCulloch, T., Liu, L., Betts, L., Lapum, J. L., Hughes, M., Mastrilli, P., & Romaniuk, D. (2018). Comparison of debriefing methods after a virtual simulation: An experiment. Clinical Simulation in Nursing, 19, 1-7. https://doi.org/10.1016/j.ecns.2018.03.002
Watkins, K. D. (2016). Faculty development to support interprofessional education in healthcare professions: A realist synthesis. Journal of Interprofessional Care, 30(6), 695–701. https://doi.org/10.1080/13561820.2016.1209466
Welch, S. (2024). A systematic review and quality appraisal of interprofessional behavioral assessment instruments for nursing education. Nurse Education Today, 133, 106073. https://doi.org/10.1016/j.nedt.2023.106073
Whiting, L., Caldwell, C., & Akers, E. (2016). An examination of interprofessional education in a pre-registration children’s nursing course. Nursing Children and Young People, 28(6), 22–27. https://doi.org/10.7748/ncyp.2016.e747
World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. World Health Organization. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
Wright, M. C., Segall, N., Hobbs, G., Phillips-Bute, B., Maynard, L., & Taekman, J. M. (2013). Standardized assessment for evaluation of team skills. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 8(5), 292–303. https://doi.org/10.1097/sih.0b013e318290a022
Zhang, C., Miller, C., Volkman, K., Meza, J., & Jones, K. (2014). Evaluation of the Team Performance Observation Tool with targeted behavioral markers in simulation-based interprofessional education. Journal of Interprofessional Care, 29(3), 202–208. https://doi.org/10.3109/13561820.2014.982789
Zigmont, J. J., Kappus, L. J., & Sudikoff, S. N. (2011). The 3D model of debriefing: Defusing, discovering, and deepening. Seminars in perinatology, 35(2), 52–58. https://doi.org/10.1053/j.semperi.2011.01.003