1.World Health Organization. Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization; 2010.
2.Lee KS, Shin MK. Goals and assignments of healthcare accreditation program in Korea. J Korean Med Assoc.. 2012;55(1):7-16.
3.Korean Institute of Medical Education and Evaluation. Accreditation standards of KIMEE 2019. Seoul: Korean Institute of Medical Education and Evaluation; 2018.
4.Ahn D. Korean doctor's role. J Korean Med Assoc.. 2014;57(1):3-7.
5.Korea Association of Medical Colleges. Learning outcomes of basic medical education: human and society-centered. Seoul: Korea Association of Medical Colleges; 2017.
6.Barr HInterprofessional education. In: Dent JA, Harden R, editors. A practical guide for medical teachers. 2nd ed.Edinburgh: Elsevier Churchill Livingstone; 2005. p. 203-16.
7.Howkins EPerspectives of inteprofessional learning and teaching. In: Howkins E, Bray J, editors. Preparing for interprofessional teaching: theory and practice. Oxford: Radcliffe; 2007. p. 1-12.
8.College of Health Disciplines, University of British Columbia. New collaborations to improve health care in our communities: annual report [Internet]. Vancouver (BC): College of Health Disciplines, University of British Columbia; 2006. [cited 2019 Jun 30]. Available from:. http://heatherkent.com/samples/CHD2006AnnualReport.pdf.
9.Liaskos J, Frigas A, Antypas K, Zikos D, Diomidous M, Mantas J. Promoting interprofessional education in health sector within the European Interprofessional Education Network. Int J Med Inform.. 2009;78(Suppl 1):S43-7.
10.Interprofessional Education Collaborative Expert Panel. Core com-petencies for interprefessional collaborative practice: report of an expert panel [Internet]. Washington (DC): Interprofessional Education Collaborative; 2011. [cited 2019 Jun 30]. Available from:. https://ipecollaborative.org/uploads/IPEC-Core-Competencies.pdf.
11.World Health Organization. Multi-professional patient safety curriculum guide. Geneva: World Health Organization; 2012.
12.Kim YGGumi University, 3rd rehabilitation interprofessional education [Internet]. Seoul: Gukjenews; 2016. [cited 2019 Jun 30]. Available from:. http://www.gukjenews.com/news/articleView.html?idxno=582298.
13.Cheon JYGwangju Health University, interprofessional education [Internet]. Seoul: Daily UNN; 2017. [cited 2019 Jun 30]. Available from:. https://news.unn.net/news/articleView.html?idxno=168117.
14.Im SJ, Lee SY, Yun Y, Hong JW, Shin SW. Effect of PBL program for cooperative practice between Western and Korean medicine. J Physiol Pathol Korean Med.. 2016;30(3):137-41.
15.Eva KW, Regehr G. Self-assessment in the health professions: a reformulation and research agenda. Acad Med.. 2005;80(10 Suppl):S46-54.
16.Townsend L, Scanlan JM. Self-efficacy related to student nurses in the clinical setting: a concept analysis. Int J Nurs Educ Scholarsh.. 2011;8(1):1-15. https://doi.org/10.2202/1548-923X.2223.
18.Bae JSA study on the relationships between the self-concept and self-efficacy, and the school achievement [dissertation]. Seoul: Ewha Womans University; 1998.
19.Mann K, McFetridge-Durdle J, Breau L, Clovis J, Martin-Misener R, Matheson T, et al. Development of a scale to measure health professions students’ self-efficacy beliefs in interprofessional learning. J Interprof Care.. 2012;26(2):92-9.
20.DeVellis RFScale development: theory and applications. 3rd ed.Thousand Oaks (CA): Sage Publications; 2012. p. 115-8.
21.Byrne BM. Structural equation modeling with AMOS, EQS, and LISREL: comparative approaches to testing for the factorial validity of a measuring instrument. Int J Test.. 2001;1(1):55-86.
22.Kim S. Perceptions and attitudes towards interprofessional education in medical schools. Korean Med Educ Rev.. 2017;19(1):10-7.
23.Hong S. The criteria for selecting appropriate fit indices in structural equation modeling and their rationales. Korean J Clin Psychol.. 2000;19(1):161-77.