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Student perceptions towards interprofessional education

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dc.contributor.author Zeeni, Nadine
dc.contributor.author Bassil, Maya
dc.contributor.author Nasser, Soumana
dc.contributor.author Milane, Aline
dc.contributor.author Habre, Maha
dc.contributor.author Khazen, Georges
dc.contributor.author Asmar, Nadia
dc.contributor.author Hasbini-Danawi, Tala
dc.contributor.author Farra, Anna
dc.contributor.author Zeeenny, Rony
dc.contributor.author Hoffart, Nancy
dc.date.accessioned 2016-10-05T06:07:41Z
dc.date.available 2016-10-05T06:07:41Z
dc.date.copyright 2016 en_US
dc.identifier.issn 1356-1820 en_US
dc.identifier.uri http://hdl.handle.net/10725/4502
dc.description.abstract The Lebanese American University Interprofessional Education (LAU IPE) Steps Framework consists of a five-step workshop-based series that is offered throughout the curriculum of health and social care students at an American university in Lebanon. The aim of the present study was to report students’ perceptions of their readiness for interprofessional learning before and after completing the IPE steps, their evaluations of interprofessional learning outcomes, as well as their satisfaction with the learning experience as a whole. A longitudinal survey design was used: questionnaires were completed by students before IPE exposure and after each step. The results showed that before IPE exposure, students’ perceptions of their readiness for interprofessional learning were generally favourable, with differences across genders (stronger professional identity in females compared to males) and across professions (higher teamwork and collaboration in pharmacy and nutrition students compared to other professions and lower patient centredness in nursing students compared to others). After participation in the IPE steps, students showed enhanced readiness for interprofessional learning and differences between genders and professions decreased. Participants were satisfied with the learning experience and assessment scores showed that all IPE learning outcomes were met. The LAU IPE Steps Framework may be of value to other interprofessional education course developers. en_US
dc.language.iso en en_US
dc.title Student perceptions towards interprofessional education en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle findings from a longitudinal study based in a Middle Eastern university en_US
dc.author.school SOP en_US
dc.author.school SAS
dc.author.school SON
dc.author.idnumber 201000400 en_US
dc.author.idnumber 201102356 en_US
dc.author.idnumber 199231640 en_US
dc.author.idnumber 200904164
dc.author.idnumber 201204374
dc.author.idnumber 201105253
dc.author.department Pharmacy Practice en_US
dc.description.embargo N/A en_US
dc.relation.journal Journal of Interprofessional Care en_US
dc.journal.volume 30 en_US
dc.journal.issue 2 en_US
dc.article.pages 165-174 en_US
dc.identifier.doi http://dx.doi.org/10.3109/13561820.2015.1117060 en_US
dc.identifier.ctation Zeeni, N., Zeenny, R., Hasbini-Danawi, T., Asmar, N., Bassil, M., Nasser, S., ... & Hoffart, N. (2016). Student perceptions towards interprofessional education: Findings from a longitudinal study based in a Middle Eastern university. Journal of interprofessional care, 30(2), 165-174. en_US
dc.author.email nadine.zeeni@lau.edu.lb en_US
dc.author.email mbassil@lau.edu.lb en_US
dc.author.email soumana.nasser@lau.edu.lb en_US
dc.author.email aline.milane@lau.edu.lb
dc.author.email maha.habre@lau.edu.lb
dc.author.email GKhazen@lau.edu.lb
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url http://www.tandfonline.com/doi/full/10.3109/13561820.2015.1117060 en_US


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