Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students

BACKGROUND: More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in heal...

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Detalles Bibliográficos
Autores principales: Jorm, Christine, Nisbet, Gillian, Roberts, Chris, Gordon, Christopher, Gentilcore, Stacey, Chen, Timothy F.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2016
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4977619/
https://www.ncbi.nlm.nih.gov/pubmed/27502773
http://dx.doi.org/10.1186/s12909-016-0717-y

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4977619/
https://www.ncbi.nlm.nih.gov/pubmed/27502773
http://dx.doi.org/10.1186/s12909-016-0717-y

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