Does interprofessional education jeopardize medical skills?

Journal of Interprofessional Care

Volumn 21, Issue 5, 2007, Pages 573-576

  Faresjö, Tomas ^a   Wilhelmsson, Margaretha ^a   Pelling, Staffan ^a   Dahlgren, Lars Ove ^a   Hammar, Mats ^a  

^a LINKÖPING UNIVERSITY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL PRACTICE; CONTINUING EDUCATION; CURRICULUM; INTERDISCIPLINARY EDUCATION; MEDICAL SCHOOL; MEDICAL STUDENT; PARAMEDICAL STUDENT; PROBLEM BASED LEARNING; PROFESSIONAL COMPETENCE; PROFESSIONAL PRACTICE; SWEDEN;

ATTITUDE OF HEALTH PERSONNEL; CLINICAL COMPETENCE; CONSUMER SATISFACTION; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; INTERPROFESSIONAL RELATIONS; PATIENT CARE TEAM; PHYSICIANS; PROBLEM-BASED LEARNING; PROGRAM EVALUATION; QUESTIONNAIRES; SELF EFFICACY; SPECIALTIES, MEDICAL; SWEDEN;

EID: 34748824206     PISSN: 13561820     EISSN: 14699567     Source Type: Journal    
DOI: 10.1080/13561820701412335     Document Type: Article

References (5)

1. Areskog, N. H. (1994) Multiprofessional education at the undergraduate level: The Linköping model. Journal of Interprofessional Care, 8, pp. 279-282.
2. Barr, H., Koppel, I., Reeves, S., Hammick, M. and Freeth, D. (2005) Effective interprofessional education: Argument, assumption & evidence, Blackwell Publishing, Oxford
3. Epstein, R. and Hundert, E. (2002) Defining and assessing professional competence. Journal of the American Medical Association, 287, pp. 226-235.
4. Wahlström, O., Sandén, I. and Hammar, M. (1997) Multiprofessional education in the medical curriculum. Medical Education, 31, pp. 425-429.
5. World Health Organization (1988) Learning together to work together for health. Report of a WHO Study Group on Multiprofessional Education of Health personnel: The team approach, Technical Report Series no. 769. World Health Organization, Geneva