Publications

Centre for IPE team members Research & Scholarship for 2018 - 2020

Peer-Reviewed Publications

Adamson, K., Ashcroft, R., Langlois, S.Lising, D. (2020).

  • Integrating Social Work in an Interprofessional Education Program: A Review of One University’s Curriculum to Prepare Students for Collaborative Practice in Healthcare. Advances in Social Work. (In press).

Albert, M., Friesen, F., Rowland, P., & Laberge, S. (Accepted August 14, 2019).

  • Problematizing Assumptions about Interdisciplinary Research: Implications for Health Professions Education Research. Advances in Health Sciences Education.

Baker, M., Bell, C.M., Xiong, W., Etchells, E., Rossos, P.G., Shojania, K.G., Lane, K., Tripp, T., Lam, M., Tiwana, K., Leong, D., Wong, G., Huh, J-H., Musing, E., & Fernandes, O. (2018).

  • Do Combined Pharmacist and Prescriber Efforts on Medication Reconciliation Reduce Postdischarge Patient Emergency Department Visits and Hospital Readmissions? Journal of Hospital Medicine, 13, 152-157.

Beavers, L., Christofilos, V., Duclos, C., McMillen, K., Sheehan, J., Tomat, L., Jeffs, L., Kelsey, R., & Bulmer, B. (2020).

Carey, A., Cockburn, L., & Langlois, S. (2019, May).

  • Investigating the Provision of Occupational Therapy Services: A Case Study. Canadian Journal of Occupational Therapy. doi.org/10.1177/0008417419835377 (SRA)

D’Alimonte, L., McLaney, E., & Di Prospero, L. (2019, March).

  • Best Practices on Team Communication: Interprofessional Practice in Oncology. Current Opinion in Supportive and Palliative Care, 13 (1), 69-74. doi: 10.1097/SPC.0000000000000412.

D’Alimonte, L., McLaney, E., & Di Prospero, L. (2019, July).

  • Best Practices on Team Communication: Interprofessional Practice in Oncology. Journal of Interprofessional Care, 24 (4), 466-469. p. 1751-4258.

Dorner, S., Fowler, T., Montano, M., Janisse, R., Lowe, M., & Rowland, P. (2019).

  • Implementing a Peer Learning Model for the Clinical Education of Respiratory Therapy Students. Canadian Journal of Respiratory Therapy, 55(1), 21-27.

Etchells, E., Fernandes, O. (2018, December).

  • Medication Reconciliation: Ineffective or Hard to Implement? BMJ Qual Saf, 1, 27(12), 9479.

Khalili, H., Thistlethwaite, J., El-Awaisi, A., Pfeifle, A., Gilbert, J., Lising, D., MacMillan, K., Maxwell, B., Grymonpre, R., Rodrigues. F., Snyman, S., & Xyrichis, A. (2019).

Lackie, K., Najjar, G., El-Awaisi, A., Frost, J., Green, C., Khalili, H., Langlois, S.Lising, D., Pfeifle, A., Ward, H., & Xyrichis, A. (2020).

  • Interprofessional Education and Collaborative Practice Research during the COVID-19 Pandemic: Considerations to Advance the Field. Journal of Interprofessional Care. (In press).

Langlois, S. (2020).

  • Collective Competence: Moving from Individual to Team Expertise. Perspectives in Medical Education. 9, 71-73. doi: 10.1007/s40037-020-00575-3.

Langlois, S., & Gold, K. (2018).

  • Promoting Collaborative Competencies: Using the Arts and Humanities to Enhance Relational Practice and Teamwork. Health Humanities in Postgraduate Medical Education. In A. Peterkin & A. Skorzewska, Eds. Health Humanities in Postgraduate Medical Education. Oxford University Press.

Langlois, S., & Lising D. (2019).

  • Collaboration for Physician Assistants. Physician Assistant Clinics, 5(1), 61-77. doi: 10.1016/j.cpha.2019.08.007.

Langlois, S. & Lising D. (2020).

  • Collaboration for Physician Assistants: Working as a Team. Physician Assistant Clinics, 5(1), 61-77. doi.org/10.1016/j.cpha.2019.08.007.

Langlois, S., & Peterkin, A. (2019).

  • Promoting Collaborative Competencies through the Arts and Humanities: Lessons Learned from an Innovative Certificate Program. Journal of Interprofessional Education and Practice, 16, 100267. doi.org/10.1016/j.xjep.2019.100267.

Langlois, S., Tegzes, J., Blue, A., King, S. (2020).

  • Advancing Collaborative Competency Integration into Profession-Specific Curricula: Learning from Models of Interprofessional Education Delivery. Journal of Interprofessional Education and Practice.

Langlois, S., Kamna, M. (2020)

  • Partnerships between the patient and the team: Exploring student perceptions. Journal of Patient Experience: 1-6.

Trentham B., Langlois S, Sangrar R., Stier J, Cockburn L. Renwick R., Cameron D., Renwick, R., D’Souza, C. (2020)

  • Student engagement in learning about diversity and inclusion through peer dialogue. Journal of Occupational Therapy Education. 4 (3).

Langlois, S., Xyrichis, A., Daulton, B., Gilbert, J., Lackie, K., Lising, D., McMillan, K., Najjar, G., Pfeifle A., & Khalili, H. (2020).

  • The COVID-19 Crisis Silver Lining: Interprofessional Learning to Guide Future Innovation. Journal of Interprofessional Care. (In press).

McCarthy, L.M., Li, S., Fernandes, O., Cameron, K., Lui, P., Wong, G., Pariser, P., Farrell, J., Luke, M.J., & Guilcher, S.J. (2019, January).

  • Enhanced Communication between Inpatient and Community Pharmacists to Optimize Medication Management during Transitions of Care. Journal of the American Pharmacists Association, 59(1), 79-86.

McLaney, E., Cooper, N., Hughes, L., Lowe, M., Peranson, J., & Di Prospero, L. (2019).

  • Widening the Lens on Needs Assessment: Identifying Profession-Specific and Interprofessional Learning Needs Across Professions in an Academic Health Sciences Institution. Journal of Allied Health, 48(3), e87-e93.

Melling, M., Duranai, M., Pellow, B., Lam, B., Kim, Y., Beavers, L., Miller, E. & Switzer-McIntyre, S. (2018).

  • Simulation Experiences in Canadian Physiotherapy Programmes: A Description of Current Practices. Physiotherapy Canada,70(3), 262-71.

Miller, E., Beavers, L., Mori, B., Colquhoun, H., Colella, T., & Brooks, D. (2019, July).

  • Assessing the Clinical Competency of Health Care Professionals who Perform Airway Suctioning with Adults. Respiratory Care, 64(7), 844-854.

Miller, D., Kwan, D., Ng, S., Friesen, F., Lowe, M., Maniate, J., Matmari, L., Nirula, L., & Richardson, D. (2018).

  • Initiating Communities of Practice for Teaching and Education Scholarship in Hospital Settings: A Multi-Site Case Study. MedEdPublish, 7(2), 58. doi:10.15694/mep.2018.0000127.1

Molley, S., Derochie, A., Teicher, J., Jethava, V., Nauth, S., Cockburn, L., & Langlois, S. (2018, May).

  • Understanding Healthcare Consumers’ and Providers’ Experiences in Curriculum Development. Journal of Patient Experience, 5(4), 303-309. doi: 10.1177/2374373518765795.

Murphy, L., Lax, L., Musa, R., Langlois, S., Kanofsky, S., Hunter, J., Kumbhare, D., Promislow, S., Oskarsson, J., Davies, R., Cockburn, L., Barry, M., Bjelajac-Mejia, A., Lanca, L., Dao, T., Watt-Watson, J., & Stevens, B. (2018).

  • Mapping of Pain Curricula Across Health Professions Programs at the University of Toronto. Canadian Journal of Pain, 2(1), 182-190. doi:10.1080/24740527.2018.1479841.

Parker, K., Cartmill, C., & Freeman, R. (2018, May).

  • Integrating Program Evaluation and Strategy: A Promising Practice. Med Education, 52(5), 570-571. doi: 10.1111/medu.13549. Epub Page 103 of 112 2018, March 2.

Rowland, P., Anderson, M., Kumagai, A. K., McMillan, S., Sandhu, V., & Langlois, S. (Accepted October 4, 2018).

  • Patient Involvement in Health Professionals’ Education: A Meta-Narrative Review. Advances in Health Sciences Education. doi: 10.1007/s10459-018-9857-7

Rowland, P., Brosseau, M., & Houle, C. (Accepted September 24, 2018).

  • Patient Roles in Engagement-Capable Environments: Multiple Perspectives. Healthcare Quarterly, 21, 45-49.

Rowland, P., Boyd, V., Lising, D., Goldman, J., Whitehead, C., & Ng., S. (Online first January 2, 2020).

  • When Logics of Learning Conflict: An Analysis of Two Workplace-Based Continuing Page 104 of 112 Education Programs. Advances in Health Sciences Education. doi: 10.1007/s10459-019-09952-y

Rowland, P., & Kuper, A. (2018).

  • Beyond Vulnerability: How the Dual Role of Patient-Health Care Provider can Inform Health Professions Education. Advances in Health Sciences Education, 23(1), 115-131.

Rowland, P., Lising, D., Sinclair, L., & Baker, G. R. (2018, March).

  • Team Dynamics within Quality Improvement Teams: A Scoping Review. International Journal for Quality in Health Care, 30(6), 416-422. doi: 10.1093/intqhc/mzy045

Rowland, P., MacKinnon, K., & McNaughton, N. (accepted in Medical Education April 24, 2020). 

  • Patient Involvement in Medical Education: To What Problem is Engagement the Solution?

Rowland, P., McMillan, S., Martimianakis, T., & Hodges, B. (2018).

  • Learning from Patients: Constructions of Knowledge and Legitimacy in Hospital Based Quality Improvement Programs, Studies in Continuing Education, 40(3), 337-350.

Stanley, C., Lindsay, S., Parker, K., Kawamura, A., & Samad Zubairi, M. (2018, March).

  • The Value of Collaboration with Standardized Patients and Patient Facilitators in Enhancing Reflection during the Process of Building a Simulation. PubMed. Journal of Continuing Education in the Health Professions. doi: 10.1097/CEH.0000000000000198.

Tassone, M., Creede, C., Shaver, J., Parker, K., & Vilhena, B. 

  • Collaborative Change Leadership: A New Way of Transforming Healthcare. Health Care Quarterly. (Revised and Re-submitted).

Tassone, M., Langlois, S., & Lising, D. (2018).

  • Shedding More Light on the State of Interprofessional Education (letter to the editor). Academic Medicine, 93(12), 1751.