Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students’ evaluation of their readiness for interprofessional learning

[1] Mickan SM(2005)Evaluating the effectiveness of health care teams Aust Health Rev 29 211-217

[2] Haward R(2003)Breast cancer teams: the impact of constitution, new cancer workload, and methods of operation on their effectiveness BJC 89 15-310

[3] Amir Z(2001)Approach to sustainable primary health care service delivery for rural and remote South Australia Aust J Rural Health 9 304-e1e8

[4] Borrill C(2013)Multidisciplinary, team-based learning: the simulated interdisciplinary to multidisciplinary progressive-level education (SIMPLE©) approach Clin Simul Nurs 9 e171-451

[5] Dawson J(2012)Current trends in interprofessional education of health sciences students: a literature review J Interprof Care 26 444-47

[6] Scully J(2015)Internists, pharmacists, and psychologists on learning teams: an interprofessional team-based learning experience in graduate medical education J Interprof Educ Pract. 1 43-453

[7] West M(2014)Large-scale team-based learning for interprofessional education in medical and health sciences Med Teach. 36 452-100

[8] Taylor J(1999)The development of a questionnaire to assess the readiness of health care students for Interprofessional learning (RIPLS) Med Educ 33 95-7

[9] Blue I(2015)Implementation and evaluation of an interprofessional simulation-based education program for undergraduate nursing students in operating room nursing education: a randomized controlled trial BMC Med Educ 15 1-62

[10] Misan G(2005)Survey of 12 strategies to measure teaching effectiveness IJTLHE 17 48-751

[1] Mickan SM(2005)Evaluating the effectiveness of health care teams Aust Health Rev 29 211-217

[2] Haward R(2003)Breast cancer teams: the impact of constitution, new cancer workload, and methods of operation on their effectiveness BJC 89 15-310

[3] Amir Z(2001)Approach to sustainable primary health care service delivery for rural and remote South Australia Aust J Rural Health 9 304-e1e8

[4] Borrill C(2013)Multidisciplinary, team-based learning: the simulated interdisciplinary to multidisciplinary progressive-level education (SIMPLE©) approach Clin Simul Nurs 9 e171-451

[5] Dawson J(2012)Current trends in interprofessional education of health sciences students: a literature review J Interprof Care 26 444-47

[6] Scully J(2015)Internists, pharmacists, and psychologists on learning teams: an interprofessional team-based learning experience in graduate medical education J Interprof Educ Pract. 1 43-453

[7] West M(2014)Large-scale team-based learning for interprofessional education in medical and health sciences Med Teach. 36 452-100

[8] Taylor J(1999)The development of a questionnaire to assess the readiness of health care students for Interprofessional learning (RIPLS) Med Educ 33 95-7

[9] Blue I(2015)Implementation and evaluation of an interprofessional simulation-based education program for undergraduate nursing students in operating room nursing education: a randomized controlled trial BMC Med Educ 15 1-62

[10] Misan G(2005)Survey of 12 strategies to measure teaching effectiveness IJTLHE 17 48-751