A top-down approach impedes the use of theory? Interprofessional educational leaders' approaches to curriculum development and the use of learning theory

Journal of Interprofessional Care

Volumn 27, Issue 1, 2013, Pages 65-72

  Craddock, Deborah ^a   O'Halloran, Cath ^b   McPherson, Kathryn ^c   Hean, Sarah ^d   Hammick, Marilyn ^e  

^a UNIVERSITY OF SOUTHAMPTON   (United Kingdom)

^b UNIVERSITY OF HUDDERSFIELD   (United Kingdom)

^c AUCKLAND UNIVERSITY OF TECHNOLOGY   (New Zealand)

^d BOURNEMOUTH UNIVERSITY   (United Kingdom)

^e NONE

Author keywords

Curriculum development; Education; Interdisciplinary education; Interprofessional education; Prequalifying program; Theory

Indexed keywords

ARTICLE; CURRICULUM; EDUCATION; FEMALE; HUMAN; LEARNING; MALE; MEDICAL SCHOOL; METHODOLOGY; PODIATRY; PROGRAM DEVELOPMENT; PUBLIC RELATIONS; QUALITATIVE RESEARCH; THEORETICAL MODEL; UNITED KINGDOM;

CURRICULUM; FACULTY, MEDICAL; FEMALE; GREAT BRITAIN; HUMANS; INTERPROFESSIONAL RELATIONS; LEARNING; MALE; MODELS, THEORETICAL; PODIATRY; PROGRAM DEVELOPMENT; QUALITATIVE RESEARCH;

EID: 84871409157     PISSN: 13561820     EISSN: 14699567     Source Type: Journal    
DOI: 10.3109/13561820.2012.736888     Document Type: Article

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