The impact of course design features, gender, and academic level on student attitudes towards “Introduction to IPE” course: Mixed-methods analysis / Der Einfluss von Kursgestaltung, Geschlecht und akademischem Niveau auf die Einstellungen der Studierenden zum Kurs „Einführung in IPE: Mixed-Methods-Analyse”
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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.2016.09.003Al-QahtaniM. F.2016Measuring healthcare students’ attitudes toward interprofessional education116579585https://doi.org/https://doi.org/10.1016/j.jtumed.2016.09.003Search in Google Scholar
Anderson, E. S., & Thorpe, L. N. (2008). Early interprofessional interactions: does student age matter? J Interprof Care, 22(3), 263–282. https://doi.org/10.1080/13561820802054689AndersonE. S.ThorpeL. N.2008Early interprofessional interactions: does student age matter?223263282https://doi.org/10.1080/13561820802054689Search in Google Scholar
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.2010.06.004AteahC. A.SnowW.WenerP.MacDonaldL.MetgeC.DavisP.FrickeM.LudwigS.AndersonJ.2011Stereotyping as a barrier to collaboration: Does interprofessional education make a difference?312208213https://doi.org/10.1016/j.nedt.2010.06.004Search in Google Scholar
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/10.1080/13561820600649771BarrH.RossF.2006Mainstreaming interprofessional education in the United Kingdom: a position paper20296104https://doi.org/10.1080/13561820600649771Search in Google Scholar
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.28.2.83BeardT. S.RobertsonT. M.SemlerJ. R.CudeC. J.2015A study of interprofessional collaboration in undergraduate medical laboratory science and nursing education2828390https://doi.org/10.29074/ascls.28.2.83Search in Google Scholar
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/zma001306BehrendR.CzesklebaA.RollingerT.PetzoldM.Roa RomeroY.RaspeR.MaazA.PetersH.2020Medical students’ ratings of the relevance and actual implementation of interprofessional education and preferences for teaching formats: comparison by gender and prior education372Doc13. https://doi.org/10.3205/zma001306Search in Google Scholar
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/10.3109/13561820.2013.851073BellA. V.MichalecB.ArensonC.2014The (stalled) progress of interprofessional collaboration: the role of gender28298102https://doi.org/10.3109/13561820.2013.851073Search in Google Scholar
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/10.3102/0034654309333844BernardR. M.AbramiP. C.BorokhovskiE.WadeC. A.TamimR. M.SurkesM. A.BethelE. C.2009A meta-analysis of three types of interaction treatments in distance education79312431289https://doi.org/10.3102/0034654309333844Search in Google Scholar
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.2008.02.008CosterS.NormanI.MurrellsT.KitchenS.MeerabeauE.SooboodooE.d’AvrayL.2008Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey451116671681https://doi.org/10.1016/j.ijnurstu.2008.02.008Search in Google Scholar
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/10.31478/201710aCoxM.BlouinA. S.CuffP.PaniaguaM.PhillipsS.VlassesP. H.2017The role of accreditation in achieving the quadruple aimhttps://doi.org/10.31478/201710aSearch in Google Scholar
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. SAGE Publications.CreswellJ. W.Plano ClarkV. L.2017SAGE PublicationsSearch in Google Scholar
Cusack, T., & O’Donoghue, G. (2012). The introduction of an interprofessional education module: students’ perceptions. Qual Prim Care, 20(3), 231–238.CusackT.O’DonoghueG.2012The introduction of an interprofessional education module: students’ perceptions203231238Search in Google Scholar
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/10.3109/13561820.2014.947360DominguezD. G.FikeD. S.MacLaughlinE. J.ZorekJ. A.2015A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice292144149https://doi.org/10.3109/13561820.2014.947360Search in Google Scholar
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/10.1080/13561820.2019.1632817EvansS.WardC.ShawN.WalkerA.KnightT.Sutherland-SmithW.2020Interprofessional education and practice guide No. 10: Developing, supporting and sustaining a team of facilitators in online interprofessional education341410https://doi.org/10.1080/13561820.2019.1632817Search in Google Scholar
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/10.1111/1475-6773.12117FettersM. D.CurryL. A.CreswellJ. W.2013Achieving integration in mixed methods designs-principles and practices486 Pt 221342156https://doi.org/10.1111/1475-6773.12117Search in Google Scholar
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/10.1080/13561820.2018.1496073FuscoN. M.Foltz-RamosK.2018Measuring changes in pharmacy and nursing students’ perceptions following an interprofessional high-fidelity simulation experience325648652https://doi.org/10.1080/13561820.2018.1496073Search in Google Scholar
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-wGonsarN.PatrickL.CotnerS.2021Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms316https://doi.org/10.1186/s43031-021-00035-wSearch in Google Scholar
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/10.7710/2641-1148.2164GrossM. M.PhanudulkittiC.BavireddyV.AndersonO. S.DanielsT.FitzgeraldM.MattisonD.NagappanK.PattersonV.SmithL. J.UrsuyP. A.FarrisK. B.2022Changes in student attitudes toward interprofessional education after online and in-person introductory learning activitieshttps://doi.org/10.7710/2641-1148.2164Search in Google Scholar
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/10.1177/2382120520957648GroßerJ.KimmerleJ.ShiozawaT.HirtB.BientzleM.2020Observing inter-professional videos: impact of collaboration between physicians and psychologists on attitude and knowledge acquisition72382120520957648. https://doi.org/10.1177/2382120520957648Search in Google Scholar
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.1865GuettermanT. C.FettersM. D.CreswellJ. W.2015Integrating quantitative and qualitative results in health science mixed methods research through joint displays136554561https://doi.org/10.1370/afm.1865Search in Google Scholar
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.2017.12.009GurayaS. Y.BarrH.2018The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis343160165https://doi.org/10.1016/j.kjms.2017.12.009Search in Google Scholar
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/s12909-016-0605-5HallamK. T.LivesayK.MordaR.SharplesJ.JonesA.de CourtenM.2016Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects1680https://doi.org/10.1186/s12909-016-0605-5Search in Google Scholar
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.2021.100447HaywardK.BrownM.PendergastN.NicholsonM.NewellJ.FancyT.CameronH.2021IPE via online education: Pedagogical pathways spanning the distance24100447https://doi.org/https://doi.org/10.1016/j.xjep.2021.100447Search in Google Scholar
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/10.1080/13561820.2020.1801614JonesT. A.VidalG.TaylorC.2020Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation345633646https://doi.org/10.1080/13561820.2020.1801614Search in Google Scholar
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/10.1080/13561820.2020.1792424KhaliliH.2020Online interprofessional education during and post the COVID-19 pandemic: a commentary345687690https://doi.org/10.1080/13561820.2020.1792424Search in Google Scholar
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/10.3109/13561820.2015.1047491Lindh FalkA.HammarM.NyströmS.2015Does gender matter? Differences between students at an interprofessional training ward296616621https://doi.org/10.3109/13561820.2015.1047491Search in Google Scholar
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.20030LukeR.SolomonP.BaptisteS.HallP.OrchardC.RukholmE.CarterL.2009Online interprofessional health sciences education: From theory to practice293161167https://doi.org/10.1002/chp.20030Search in Google Scholar
National Center for Interprofessional Practice and Education. About the National Center. Retrieved October 2023 from https://nexusipe.org/informing/about-national-centerNational Center for Interprofessional Practice and EducationRetrieved October 2023 from https://nexusipe.org/informing/about-national-centerSearch in Google Scholar
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.2020.10236abstractOeverK. v. d.HaansR. F. J.2020An empirical test of the assumption that female and male directors contribute different perspectives2020110236https://doi.org/10.5465/AMBPP.2020.10236abstractSearch in Google Scholar
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/ajpe809155PoirierT. I.DevrajR.BlanksonF.XinH.2016Interprofessional online global health course809155https://doi.org/10.5688/ajpe809155Search in Google Scholar
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/ijerph16203996ShahP.ShresthaR.MaoZ.ChenY.ChenY.KojuP.LiuX.LiH.2019Knowledge, attitude, and practice associated with antibiotic use among university students: A survey in Nepal1620https://doi.org/10.3390/ijerph16203996Search in Google Scholar
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.12393Shaw-BattistaJ.BelewC.AndersonD.van SchaikS.2015Successes and challenges of interprofessional physiologic birth and obstetric emergency simulations in a nurse-midwifery education program606735743https://doi.org/10.1111/jmwh.12393Search in Google Scholar
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/healthcare9050567SinghJ.MattheesB.2021Facilitating interprofessional education in an online environment during the COVID-19 pandemic: A mixed method study95https://doi.org/10.3390/healthcare9050567Search in Google Scholar
Smith, L. J., Ascione, F. J., & Ruffolo, M. C. (2019). Large-scale asynchronous online interprofessional learning experience. J Allied Health, 48(4), e123–e130.SmithL. J.AscioneF. J.RuffoloM. C.2019Large-scale asynchronous online interprofessional learning experience484e123e130Search in Google Scholar
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/2169SulaimanW. S. W.RahmanW. R. A.DzulkifliM. A.2012Relationship between critical thinking dispositions, perceptions towards teacher, learning approaches and critical thinking skills among university students31122133https://so06.tci-thaijo.org/index.php/IJBS/article/view/2169Search in Google Scholar
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/ajpe6298TheodorouJ.RotzM.MacphailL.IdahosaC.FornatoraM. L.TweddaleE.VirtueS. M.2018Designing and evaluating an interprofessional practice experience involving dental and pharmacy students8266298https://doi.org/10.5688/ajpe6298Search in Google Scholar
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/10.1186/1472-6920-11-15WilhelmssonM.PonzerS.DahlgrenL. O.TimpkaT.FaresjöT.2011Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?1115https://doi.org/10.1186/1472-6920-11-15Search in Google Scholar
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/brainsci12070946ZhangY.YangJ.2022Exploring gender differences in the instructor presence effect in video lectures: An eye-tracking study127https://doi.org/10.3390/brainsci12070946Search in Google Scholar
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/ajpe80347ZorekJ. A.FikeD. S.EickhoffJ. C.EngleJ. A.MacLaughlinE. J.DominguezD. G.SeibertC. S.2016Refinement and validation of the student perceptions of physician-pharmacist interprofessional clinical education instrument80347https://doi.org/10.5688/ajpe80347Search in Google Scholar