Results 71 to 80 of about 48,533 (307)
Clinical Anatomy, EarlyView.ABSTRACT Surgical safety depends on recognition of patient‐specific anatomy when encountered structures depart from population norms. Knowledge of anatomical variations is often treated as supplemental rather than as a safety‐relevant necessity.
Juan A. Sanchis‐Gimeno +4 more
wiley +1 more source
Perspectives on Medical Education, 2016 Introduction A critical task for health profession educators is to foster student appreciation of patient quality and safety issues. Although instructional methods vary, few focus on the direct communication of the patient experience to students.
Sylvia Langlois
doaj +1 more source
Learning Theory Foundations in Competency‐Based Anatomy Education
Clinical Anatomy, EarlyView.ABSTRACT Competency‐based medical education (CBME) has reshaped undergraduate medical training by emphasizing demonstrable performance, developmental progression, and entrustment decisions rather than time‐based advancement. Within this reform, anatomical sciences are increasingly conceptualized as longitudinal clinical competencies rather than ...
M. K. Khalil, J. Iwanaga, R. S. Tubbs
wiley +1 more source
A BEME Review: the contribution of theory to the effective development and delivery of interprofessional curricula in health and social care professional education [PDF]
, 2012 Background: Strong theoretical underpinnings are essential to the development of interprofessional education and medical education in general. In interprofessional education, researchers and educationalists alike have mined other disciplines for theories
Hean, Sarah
core
Leadership and collaboration: Further developments for interprofessional education [PDF]
, 2015 Leadership and Collaboration provides international examples of how leadership of interprofessional education and practice has developed in various countries and examines how interprofessional education and collaborative practice can make a difference to
Forman, Dawn +2 more
core +1 more source
Sharing knowledge: Final-year healthcare students working together at an interprofessional training ward [PDF]
, 2023 Background Healthcare students must learn how to collaborate with colleagues from different professional backgrounds and organisational units. Research has showed what students themselves think they gain from interprofessional education.
Tove Törnqvist +8 more
core +1 more source
The Curriculum Journal, EarlyView.Abstract Patient partnership in health education promotes collaborative and humanistic care. In pharmacy education, however, this approach remains uncommon. We aimed to co‐construct and assess a teaching session on pain management and dispensing refusal, involving patients as full partners. A participatory approach was used.
Marc‐Antoine Luc +2 more
wiley +1 more source
An anatomy of continuing interprofessional education [PDF]
, 2009 Continuing interprofessional education is the means by which experienced health, social care, and other practitioners learn with, from, and about each other, formally and informally, to improve their collective practice and to cultivate closer ...
Barr, H.
core +1 more source
International Journal of Eating Disorders, EarlyView.ABSTRACT Objective Cognitive‐Behavioral Therapy for Avoidant/Restrictive Food Intake Disorder (CBT‐AR) is an emerging treatment for ARFID, but to date, it has only been delivered by mental health clinicians. Given the relevance of nutrition to treatment goals, we adapted the treatment to be dietetic‐led (D‐CBT‐AR).
Copeland G. Winten +6 more
wiley +1 more source
Healthcare student experiences of interprofessional education [PDF]
, 2019 Access to thesis permanently restricted to Ball State community onlyThis study presents an exploration of professional healthcare students’ experiences with interprofessional education.
Kirby, Jessica Lynn
core