ARTICLE;
ATTITUDE TO HEALTH;
DOCTOR NURSE RELATION;
EDUCATIONAL MODEL;
EDUCATIONAL STATUS;
HEALTH CARE QUALITY;
HUMAN;
INFORMATION PROCESSING;
LEARNING;
MEDICAL EDUCATION;
MEDICAL STUDENT;
METHODOLOGY;
NURSING STUDENT;
ORGANIZATION AND MANAGEMENT;
PROFESSIONAL STANDARD;
PROGRAM DEVELOPMENT;
PSYCHOLOGICAL ASPECT;
QUESTIONNAIRE;
SELF CONCEPT;
TIME;
UNITED KINGDOM;
DATA COLLECTION;
EDUCATION, MEDICAL;
EDUCATIONAL STATUS;
GREAT BRITAIN;
HEALTH KNOWLEDGE, ATTITUDES, PRACTICE;
HUMANS;
LEARNING;
MODELS, EDUCATIONAL;
PHYSICIAN-NURSE RELATIONS;
PROFESSIONAL ROLE;
PROGRAM DEVELOPMENT;
PROGRAM EVALUATION;
QUESTIONNAIRES;
SELF CONCEPT;
STUDENTS, MEDICAL;
STUDENTS, NURSING;
TIME FACTORS;
Facilitating undergraduate interprofessional learning in health care: comparing classroom and clinical learning for nursing and medical students
Morison S, Boohan M, Jenkins J, Moutray M. Facilitating undergraduate interprofessional learning in health care: comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care 2003, 2(2):92-104.
Developing Interprofessional Capability in Students of Health and Social Care - The role of Practice-Based Learning
Gordon F, Walsh C, Marshall M, Wilson F, Hunt T. Developing Interprofessional Capability in Students of Health and Social Care - The role of Practice-Based Learning. Journal of Integrated Care 2004, 12(4):12-18.
Mainstreaming interprofessional education in the United Kingdom: A position paper
Barr H, Ross F. Mainstreaming interprofessional education in the United Kingdom: A position paper. Journal of Interprofessional Care 2006, 20(2):96-104.
Lennox A, Anderson ES. eds, Special Report 9, The Higher Education Academy for Medicine, Dentistry and Veterinary Medicine, Newcastle, UK
Barr H. A model of clarity. The Leicester Model of Interprofessional Education. A practical Guide to Implementation in Health and Social Care Education 2007, Lennox AAnderson ES. In, eds, Special Report 9, The Higher Education Academy for Medicine, Dentistry and Veterinary Medicine, Newcastle, UK
The Leicester Model of Interprofessional Education. A practical guide for implementation in health and social care. Special Report No 9
Higher Education Academy for Medicine, Dentistry and Veterinary Medicine, [accessed 7 December 2009]
Lennox A, Anderson E. The Leicester Model of Interprofessional Education. A practical guide for implementation in health and social care. Special Report No 9. http://www.medev.ac.uk/mini-project_resources/61/61_Leicester_report_FINAL.pdf, Higher Education Academy for Medicine, Dentistry and Veterinary Medicine, [accessed 7 December 2009]
At first it's like shifting sands: Setting up interprofessional learning within a secondary care setting
Jackson A, Bluteau P. At first it's like shifting sands: Setting up interprofessional learning within a secondary care setting. Journal of Interprofessional Care 2007, 21(3):351-353.
Mini Project Report, Higher Education Academy Health Sciences and Practice, Available:
Anderson ES, Ford J. Listening to users and carers who have limited communication capacity or skills 2008, http://www.health.heacademy.ac.uk/projects/miniprojects/completeproj/comproj2, Mini Project Report, Higher Education Academy Health Sciences and Practice, Available:
The Leicester Model of Interprofessional Education: Developing, Delivering and Learning from student voices for 10 years
Anderson ES, Lennox A. The Leicester Model of Interprofessional Education: Developing, Delivering and Learning from student voices for 10 years. Journal of Interprofessional Care 2009, 23(6):557-573.
