Multi-professional staff development programme for PAMs...professions allied to medicine
A unique, accredited, multi-professional education programme for junior staff in professions allied to medicine (PAMs) developed by Durham and Teesside Education and Training Consortium in collaboration with local trusts and social services is described. Designed to ensure competence to practice in...
| Publicado en: | International Journal of Language & Communication Disorders Vol. 36; pp. 465 - 469 |
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| Formato: | Journal Article |
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Wiley-Blackwell
2001 Supplement 2001
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| 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=107037586&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107037586 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13682822 B7U jtl: International Journal of Language & Communication Disorders issn: 13682822 maglogo: Y pubinfo: dt: 2001 Supplement 2001 vid: 36 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 107037586 2001062376 NLM11340833 107037586 ppf: 465 ppct: 4 formats: fmt: @attributes: type: P tig: atl: Multi-professional staff development programme for PAMs...professions allied to medicine aug: au: Wray N affil: Speech and Language Therapy Dept, Children's Centre, North Tees General Hospital, Hardwick, Stockton TS19 8PE. E-mail: Nikki.wray@virgin.net sug: subj: Allied Health Personnel United Kingdom Staff Development Multiskilled Health Practitioners United Kingdom United Kingdom Self-Directed Learning Critical Thinking Course Evaluation ab: A unique, accredited, multi-professional education programme for junior staff in professions allied to medicine (PAMs) developed by Durham and Teesside Education and Training Consortium in collaboration with local trusts and social services is described. Designed to ensure competence to practice in line with clinical governance, it aims to strengthen multi-professional working practice through a greater understanding of roles and of the way the national health service (NHS) works. It enables staff to analyse their own learning needs and to employ self-directed learning skills for life-long learning. Using problem-based learning, it uses real clinical cases as triggers to promote critical evaluation and reasoning and the development of multi-professional care pathways. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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