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Showing 1711 - 1720 of 1999 for Education & Learning

Development of an Attitudes Toward Health Care Teams Scale

The authors describe the development and psychometric testing across three study phases of an Attitudes Toward Health Care Teams Scale. The measure contains two subscales: Quality of Care/Process (14 items) and Physician Centrality (6 items). The Quality of Care/Process subscale measures team members' perceptions of the quality of care delivered by health care teams and the quality of teamwork to accomplish this. The Physician Centrality subscale measures team members' attitudes toward physicians' authority in teams and their control over information about patients.

USA: Focus on interprofessional practice, education, and research

This article provides an overview of major interprofessional health care, education and research initiatives in the USA in the past fifty years, beginning with a short introduction that places the discussion into a conceptual and historical perspective and ending with some considerations for the future of interprofessional care in the USA.

Educational Experiences- Introduction

This paper was originally published in the Proceedings of the Ninth Annual Interdisciplinary Health Team Care Conference, which took place September 10-12, 1987 at the State University of New York at Stony Brook.  It is reproduced here with the permission of the author.

 

Dividing Up the Work on Health Teams: The Role of Administration and Management

This paper was originally published in the Proceedings of the Eigth Annual Interdisciplinary Health Team Care Conference, which took place September 18-20, 1986 at the Ohio State University in Columbus, Ohio.  It is reproduced here with the permission of the authors.

 

Organizational Structures of Health Care Teams: Impact on Team Development and Implications for Consultation

This paper was originally published in the Proceedings of the Eigth Annual Interdisciplinary Health Team Care Conference, which took place September 18-20, 1986 at the Ohio State University in Columbus, Ohio.  It is reproduced here with the permission of the authors.

 

Students improve patient care and prepare for professional practice: an interprofessional community-based study

Anderson ES, Thorpe, LN. (2014). Students improve patient care and prepare for professional practice: an  interprofessional community-based study. Medical Teacher. 36(6): 495–504.

 

Background: We report on an education model, which enables students to contribute to practice while experiencing the realities of complex team-working in the community.

Aims: The study considers how interprofessional learning impacts on patient care and service delivery.

Elizabeth Anderson - Oct 13, 2014

Focused Team Analysis and Training: Geriatric Team Development at a V.A.M.C.

This paper was originally published in the Proceedings of the Sixth Annual Interdisciplinary Health Team Care Conference, which took place September 19-21, 1984 at the University of Connecticut.  It is reproduced here with the permission of the authors.

 

The Interprofessional Team Reasoning Framework

This resource is a team-based learning module created so that students will be able to analyze, deconstruct, discuss, and formulate a care plan for a standardized patient/client case as part of a multidisciplinary team using the Interprofessional Team Reasoning Framework.

Kathleen Packard - Oct 07, 2014

Interprofessional Team Reasoning Framework as a Tool for Case Study Analysis with Health Professions Students: A Randomized Study

Background: This pilot study evaluated the efficacy of the Interprofessional Team Reasoning Framework (IPTRF) to facilitate teaching and learning case studies with health professions students.

Kathleen Packard - Oct 07, 2014

Training for Teamwork

The competencies desired in interprofessional teamwork must be delineated in terms of knowledge, skills, and attitudes before decisions can be reached about the best curricular arrangements for attaining these objectives. It must be emphasized that interprofessional content is just one of many competing concerns that the curriculum planner juggles in designing a social work education program.