Characteristics of doctors and nurses as perceived by students entering medical school: Implications for shared teaching

Medical Education

Volumn 39, Issue 5, 2005, Pages 448-455

  Rudland, Joy R ^a   Mires, Gary J ^b  

^a UNIVERSITY OF OTAGO   (New Zealand)

^b UNIVERSITY OF DUNDEE   (United Kingdom)

Author keywords

Attitude of health personnel; Curriculum; Education, medical, undergraduate *standards; Interprofessional relations; Questionnaires; Stereotyped behaviour; Students, medical *psychology

Indexed keywords

ARTICLE; COMPETENCE; CURRICULUM; HEALTH CARE SYSTEM; HUMAN; LEARNING; MEDICAL SCHOOL; NURSE; PHYSICIAN; STEREOTYPY; STUDENT; TEACHING; TRAINING;

ADULT; ATTITUDE OF HEALTH PERSONNEL; EDUCATION, MEDICAL, UNDERGRADUATE; FEMALE; HUMANS; MALE; PERCEPTION; PHYSICIAN-NURSE RELATIONS; QUESTIONNAIRES; STEREOTYPING; STUDENTS, MEDICAL; TEACHING;

EID: 17844396661     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2929.2005.02108.x     Document Type: Article

References (21)

1. Reeves S, Freeth D. The London training ward: an innovative interprofessional learning initiative. J Interprofessional Care 2002;16 (1):41-52.
2. Carpenter J. Interprofessional education for medical and nursing students: evaluation of a programme. Med Educ 1995;29 (4):265-72.
3. Leaviss J. Exploring the perceived effect of an undergraduate multiprofessional intervention. Med Educ 2000;34:483-6.
4. Atwal A, Caldwell K. Do multidisciplinaiy integrated care pathways improve interprofessional collaboration? Scand J Caring Sci 2002;16:360-7.
5. Horsburgh M, Lamdin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Med Educ 2001;35:876-83.
6. Pirrie A, Wilson V, Harden RM, Elsegood J. AMEE Guide No. 12. Multiprofessional education. Part 2. Promoting cohesive practice in health care. Med Teacher 1998;20 (5):409-16.
7. Carpenter J. Doctors and nurses: stereotypes and stereotype change in interprofessional education. J Interprofessional Care 1995;9 (2):151-61.
8. Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning. Med Educ 1999;33 (95):100.
9. Ryan AA, McKenna HP. A comparative study of the attitudes of nursing and medical students to aspects of patient care and the nurse's role in organising that care. J Adv Nurs 1994;1:114-23.
10. Batenberg V, Smal JA. Does a communication course influence medical students' attitudes? Med Teacher 1997;19:263-9.
11. Foley M, Jacobsen L, Anvaripour PL. Second year medical students' perceptions of the professional nurses' role. J N Y State Nurses Assoc 1995;26:15-9.
12. Mackay L. Conflicts in Care. Medicine and Nursing. London: Chapman & Hall 1993.
13. Harden RM. Effective multiprofessional education: a three-dimensional perspective. Med Teacher 1998;20:409-16.
14. Lennister S. Medical education in the changing face of health care delivery. Med Teacher 2002;2 (24):13-5.
15. McManus IC, Smithers E, Partridge P, Keeling A, Fleming PR. A-levels and intelligence as predictors of medical careers in UK doctors: 20-year prospective study. BMJ 2003;327:139-42.
16. Reede JY. Predictors of success in medicine. Clin Orthop Rel Res 1999;362:72-7.
17. Greengross S. What patients want from their doctors. In: Allen I, Brown P, Hughes P, eds. Choosing Tomorrow's Doctors. London: Policy Studies Institute 1997;12-9.
18. Tutton P, Rice M. Selection of medical students. BMJ 2002;324:1170-1.
19. Tooke J. Students need to resist personality conformity. BMJ 2002;325:677.
20. http://www.newcastle.edu.au.
21. Eva KW, Rosenfeld J, Reiter HI, Norman GR. An admission OSCE: the multiple mini-interview. Med Educ 2004;38:314-26.