Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide.
Aims: To offer a rough guide to a quality rural/remote interprofessional educational activity. Context: Australian remote and rural interprofessional undergraduate placements offered in Modified Monash Model 3‐6 locations. Approach: Biggs' triple P framework from the interprofessional educational li...
| Publicado en: | Australian Journal of Rural Health Vol. 29; no. 2; pp. 294 - 301 |
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| Autores principales: | , , , , |
| Formato: | case study tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2021
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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=150293944&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150293944 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10385282 FQO jtl: Australian Journal of Rural Health issn: 10385282 maglogo: Y pubinfo: dt: Apr2021 vid: 29 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 150293944 149725338 150293944 150293944 10.1111/ajr.12700 150293944 ppf: 294 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide. aug: au: Waller, Susan Walker, Lorraine Farthing, Annie Brown, Leanne Moran, Monica affil: Monash Rural Health, Faculty of Medicine Nursing and Health Sciences, Monash University, Bendigo Vic.,, Australia sug: subj: Education, Interdisciplinary Rural Areas Education, Medical Conceptual Framework Hypothesis Students, Occupational Therapy Students, Social Work Students, Physical Therapy Simulations Faculty Feedback ab: Aims: To offer a rough guide to a quality rural/remote interprofessional educational activity. Context: Australian remote and rural interprofessional undergraduate placements offered in Modified Monash Model 3‐6 locations. Approach: Biggs' triple P framework from the interprofessional educational literature and Allport's contact hypothesis are used to describe map, and explore the educational dimensions and positive elements, of a quality rural/remote interprofessional educational activity. Conclusion: Delivery of a quality interprofessional educational activity requires attention to all dimensions of the activity with acknowledgement of the value of the remote or rural contexts. Interprofessional learning requires constructive alignment and positive contact conditions to ensure a quality and sustained experience. pubtype: Academic Journal doctype: case study tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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