Developing the primary healthcare team as a learning organisation: a new model using problem-based learning.
The report of the Chief Medical Officer in 1999, and the government consultation paper A First-Class Service advocated a re-view of medical education and called for the implementation of strategies that encouraged work-based, multidisciplinary learning. Several articles addressing the problems of de...
| Publicado en: | Education for Primary Care Vol. 16; no. 3; pp. 301 - 308 |
|---|---|
| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2005
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106404150&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106404150 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14739879 NAK jtl: Education for Primary Care issn: 14739879 maglogo: N pubinfo: dt: May2005 vid: 16 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106404150 106404150 2009113892 106404150 ppf: 301 ppct: 7 formats: tig: atl: Developing the primary healthcare team as a learning organisation: a new model using problem-based learning. aug: au: Downey P Waters M affil: Primary Care Education Lead, Herefordshire PCT sug: subj: Education, Medical Learning Multidisciplinary Care Team Organizational Efficiency Primary Health Care Problem-Based Learning Program Development Group Processes Models, Educational ab: The report of the Chief Medical Officer in 1999, and the government consultation paper A First-Class Service advocated a re-view of medical education and called for the implementation of strategies that encouraged work-based, multidisciplinary learning. Several articles addressing the problems of delivering education to the work-place in both the private and public sector have discussed the concept of the 'learning organisation'.This paper reviews the experiences of a team of educators in Herefordshire, who implemented a programme of activities by developing protected time for all practices, using problem-based learning (PBL) techniques and trained facilitators who could visit practices and run the sessions. The key aim of introducing regular, effective, multi-disciplinary educational activities has been achieved, and every practice has participated in the programme. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|