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dc.contributor.advisorCockrell, Karen S.eng
dc.contributor.advisorDonaldson, Joseph Fetzereng
dc.contributor.authorHead French, Janeteng
dc.date.issued2007eng
dc.date.submitted2007 Falleng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on February 13, 2008)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007..eng
dc.description.abstractThe purpose of this study was to explore how and in what context osteopathic medical students learn about interprofessional practice. A mixed method design was used to gather data on attitudes of first- and second-year osteopathic medical students toward interdisciplinary practice and to elicit a rich description of their experience in a community-based elder visit program. Sixteen students participated in the qualitative portion of the study and 329 in the quantitative portion. The qualitative findings described the students' experiences of interdisciplinary interactions, and the quantitative findings described the attitudes of students before and after the program. Qualitative data included transcripts of focus groups and interviews, field notes and surveys. Based on the quantitative data, students enter osteopathic medical school with (a) generally positive attitudes about the value of teamwork as a contributor to quality of patient care, (b) some concerns about the effort required to develop and maintain effective teams, (c) reservations about sharing leadership in the team, and (d) relative confidence about their teamwork skills. Post-program data showed statistically significant positive change in attitudes about the value of teamwork, efficiency of teams, and teamwork skills. Principles from intergroup contact theory and a knowledge creation metaphor provided a framework for viewing students' reflections of their interdisciplinary teamwork experience. As a result of the program, students' expressed awareness of the importance of diversity of skills, communication, and teamwork were increased.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.identifier.merlinb62012319eng
dc.identifier.oclc192007690eng
dc.identifier.urihttps://doi.org/10.32469/10355/4828eng
dc.identifier.urihttps://hdl.handle.net/10355/4828
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshOsteopathic studentseng
dc.subject.lcshOsteopathic medicineeng
dc.subject.lcshOlder people -- Medical careeng
dc.subject.lcshHealth care teamseng
dc.subject.lcshInterprofessional relationseng
dc.subject.lcshLeadershipeng
dc.titleHow and in what context do osteopathic medical students learn about interprofessional practiceeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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