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Attitudes of Students in Medicine, Nursing, Occupational Therapy, and Physical Therapy Toward Interprofessional Education
With the growing interest in interprofessional education and practice, methods to evaluate the effectiveness of related curricular activities are essential. The purpose of this study was twofold: (1) to assess the attitudes of students in medicine, nursing, occupational therapy, and physical therapy...
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Published in: | Journal of allied health 2009-12, Vol.38 (4), p.196-200 |
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container_title | Journal of allied health |
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creator | Rose, Molly A. Smith, Kellie Veloski, J. Jon Lyons, Kevin J. Umland, Elena Arenson, Christine A. |
description | With the growing interest in interprofessional education and practice, methods to evaluate the effectiveness of related curricular activities are essential. The purpose of this study was twofold: (1) to assess the attitudes of students in medicine, nursing, occupational therapy, and
physical therapy toward interprofessional education using the Interdisciplinary Education Perception Scale and Readiness for Interprofessional Learning Scale and (2) to compare data with normative data previously reported. The two instruments were administered to 474 first-year students in
medicine, nursing, occupational therapy, and physical therapy who completed the forms in the context of a workshop at the conclusion of the first year of an interprofessional health mentor program. Differences among professions were reported. Students in medicine and physical therapy rated
members of their own professions significantly higher in the areas of competence/autonomy and need for cooperation as compared with those in nursing and occupational therapy. Along with reporting similarities and differences, the results provide additional normative data on these tools that
can be used when choosing tools to evaluate interprofessional education attitudes. |
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physical therapy toward interprofessional education using the Interdisciplinary Education Perception Scale and Readiness for Interprofessional Learning Scale and (2) to compare data with normative data previously reported. The two instruments were administered to 474 first-year students in
medicine, nursing, occupational therapy, and physical therapy who completed the forms in the context of a workshop at the conclusion of the first year of an interprofessional health mentor program. Differences among professions were reported. Students in medicine and physical therapy rated
members of their own professions significantly higher in the areas of competence/autonomy and need for cooperation as compared with those in nursing and occupational therapy. Along with reporting similarities and differences, the results provide additional normative data on these tools that
can be used when choosing tools to evaluate interprofessional education attitudes.</description><identifier>ISSN: 0090-7421</identifier><identifier>EISSN: 1945-404X</identifier><identifier>CODEN: JAHEDF</identifier><language>eng</language><publisher>Washington: The Association of Schools of Allied Health Professions</publisher><subject>Access to Health Care ; Attitudes ; Collaboration ; Construct Validity ; Content Validity ; Emergency medical care ; Individualized Education Programs ; Interdisciplinary aspects ; International Organizations ; Interprofessional education ; Learning ; Marital Status ; Medicine ; Mentors ; Multivariate Analysis ; Nursing ; Occupational therapy ; ORIGINAL ARTICLES ; Patient satisfaction ; Physical therapy ; Professional Identity ; Professions ; Social Status ; Statistical Analysis ; Student Attitudes ; Students ; Teams ; Validation studies ; Validity ; Variance analysis</subject><ispartof>Journal of allied health, 2009-12, Vol.38 (4), p.196-200</ispartof><rights>Copyright Association of Schools of Allied Health Professions Winter 2009</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/211078158/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/211078158?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,33611,33877,43733,43880,58238,58471,74221,74397</link.rule.ids></links><search><creatorcontrib>Rose, Molly A.</creatorcontrib><creatorcontrib>Smith, Kellie</creatorcontrib><creatorcontrib>Veloski, J. Jon</creatorcontrib><creatorcontrib>Lyons, Kevin J.</creatorcontrib><creatorcontrib>Umland, Elena</creatorcontrib><creatorcontrib>Arenson, Christine A.</creatorcontrib><title>Attitudes of Students in Medicine, Nursing, Occupational Therapy, and Physical Therapy Toward Interprofessional Education</title><title>Journal of allied health</title><description>With the growing interest in interprofessional education and practice, methods to evaluate the effectiveness of related curricular activities are essential. The purpose of this study was twofold: (1) to assess the attitudes of students in medicine, nursing, occupational therapy, and
physical therapy toward interprofessional education using the Interdisciplinary Education Perception Scale and Readiness for Interprofessional Learning Scale and (2) to compare data with normative data previously reported. The two instruments were administered to 474 first-year students in
medicine, nursing, occupational therapy, and physical therapy who completed the forms in the context of a workshop at the conclusion of the first year of an interprofessional health mentor program. Differences among professions were reported. Students in medicine and physical therapy rated
members of their own professions significantly higher in the areas of competence/autonomy and need for cooperation as compared with those in nursing and occupational therapy. Along with reporting similarities and differences, the results provide additional normative data on these tools that
can be used when choosing tools to evaluate interprofessional education attitudes.</description><subject>Access to Health Care</subject><subject>Attitudes</subject><subject>Collaboration</subject><subject>Construct Validity</subject><subject>Content Validity</subject><subject>Emergency medical care</subject><subject>Individualized Education Programs</subject><subject>Interdisciplinary aspects</subject><subject>International Organizations</subject><subject>Interprofessional education</subject><subject>Learning</subject><subject>Marital Status</subject><subject>Medicine</subject><subject>Mentors</subject><subject>Multivariate Analysis</subject><subject>Nursing</subject><subject>Occupational therapy</subject><subject>ORIGINAL ARTICLES</subject><subject>Patient satisfaction</subject><subject>Physical therapy</subject><subject>Professional Identity</subject><subject>Professions</subject><subject>Social Status</subject><subject>Statistical Analysis</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Teams</subject><subject>Validation studies</subject><subject>Validity</subject><subject>Variance analysis</subject><issn>0090-7421</issn><issn>1945-404X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNp1kUtLAzEQxxdRsFY_ghA8d2GyyWY3x1J8FKoVrOAtpNmkTam7a5JV1k9v-oCenMsM8_gx85-zZIA5zVMK9OM8GQBwSAua4cvkyvsNAJCc4UHSj0Owoau0R41Bb7uoDh7ZGj3ryipb6xF66Zy39WqE5kp1rQy2qeUWLdbaybYfIVlX6HXde6tOWbRofqSr0LQO2rWuMdr7w9h91ak94jq5MHLr9c3RD5P3h_vF5CmdzR-nk_EstRnlIc0wQF4awrmSRaEMM4RpswRSAF5SxRQ1HFc5XyrJCs4qbaDMlNbMYEUZzskwuTtw4xpfnfZBbJrOxVW8yDCGosR5GZtuD00bHxonWmc_pesFLYsMUw6xPj7Uow5RIHliSC_XrdjItciixgL2RspjAFRIF_apyJj_w7DqiNl9afck8U3KmkZivL7MmMAUg4inyW4bRJBOrH6FJ-QPrSOUAQ</recordid><startdate>20091201</startdate><enddate>20091201</enddate><creator>Rose, Molly A.</creator><creator>Smith, Kellie</creator><creator>Veloski, J. 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physical therapy toward interprofessional education using the Interdisciplinary Education Perception Scale and Readiness for Interprofessional Learning Scale and (2) to compare data with normative data previously reported. The two instruments were administered to 474 first-year students in
medicine, nursing, occupational therapy, and physical therapy who completed the forms in the context of a workshop at the conclusion of the first year of an interprofessional health mentor program. Differences among professions were reported. Students in medicine and physical therapy rated
members of their own professions significantly higher in the areas of competence/autonomy and need for cooperation as compared with those in nursing and occupational therapy. Along with reporting similarities and differences, the results provide additional normative data on these tools that
can be used when choosing tools to evaluate interprofessional education attitudes.</abstract><cop>Washington</cop><pub>The Association of Schools of Allied Health Professions</pub><tpages>5</tpages></addata></record> |
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subjects | Access to Health Care Attitudes Collaboration Construct Validity Content Validity Emergency medical care Individualized Education Programs Interdisciplinary aspects International Organizations Interprofessional education Learning Marital Status Medicine Mentors Multivariate Analysis Nursing Occupational therapy ORIGINAL ARTICLES Patient satisfaction Physical therapy Professional Identity Professions Social Status Statistical Analysis Student Attitudes Students Teams Validation studies Validity Variance analysis |
title | Attitudes of Students in Medicine, Nursing, Occupational Therapy, and Physical Therapy Toward Interprofessional Education |
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