Educational implications of practice isolation

Medical Education

Volumn 35, Issue 6, 2001, Pages 528-529

  Lewkonia, Ray ^a,b  

^a UNIVERSITY OF LIVERPOOL   (United Kingdom)

^b Health Sciences Centre Calgary   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL EDUCATION; CLINICAL PRACTICE; COMPETENCE; CURRICULUM; EDUCATION PROGRAM; GROUP PSYCHOLOGY; HUMAN; NOTE; PSYCHOSOCIAL ENVIRONMENT; RISK FACTOR; SOCIAL ISOLATION;

CLINICAL COMPETENCE; EDUCATION, MEDICAL, CONTINUING; HUMANS; RISK FACTORS; SOCIAL ISOLATION;

EID: 0034946053     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1365-2923.2001.00962.x     Document Type: Note

References (11)

1. What factors affect quality of care? Using the Peer Assessment Program in Ontario family physicians
2. Assessment of physician performance in Alberta
3. Revalidation in the United Kingdom: General principles based on experience in general practice
4. A longitudinal study of performance of physicians' office practices: Data from the Peer Assessment Program in Ontario
5. Social disengagement and incident cognitive decline in community-dwelling elderly persons
6. CME needs of rural physicians. How do we compare with our urban counterparts?
7. Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes?
8. Social marketing: Application to medical education
9. Grand rounds - A paradox in medical education