394 related articles for article (PubMed ID: 22126845)
21. Professional social work education in end-of-life care: contributions of the Project on Death in America's Social Work Leadership Development program.
Walsh-Burke K; Csikai EL
J Soc Work End Life Palliat Care; 2005; 1(2):11-26. PubMed ID: 17387061
[TBL] [Abstract][Full Text] [Related]
22. A Systematic Review of End-of-Life Care Communication Skills Training for Generalist Palliative Care Providers: Research Quality and Reporting Guidance.
Brighton LJ; Koffman J; Hawkins A; McDonald C; O'Brien S; Robinson V; Khan SA; George R; Higginson IJ; Selman LE
J Pain Symptom Manage; 2017 Sep; 54(3):417-425. PubMed ID: 28782701
[TBL] [Abstract][Full Text] [Related]
23. Theoretically-driven infrastructure for supporting health care teams training at a military treatment facility.
Turner TR; Parodi A
Mil Med; 2012 Feb; 177(2):139-44. PubMed ID: 22360057
[TBL] [Abstract][Full Text] [Related]
24. Relationships of power: implications for interprofessional education.
Baker L; Egan-Lee E; Martimianakis MA; Reeves S
J Interprof Care; 2011 Mar; 25(2):98-104. PubMed ID: 20846045
[TBL] [Abstract][Full Text] [Related]
25. Developing a palliative care competence framework for health and social care professionals: the experience in the Republic of Ireland.
Connolly M; Ryan K; Charnley K
BMJ Support Palliat Care; 2016 Jun; 6(2):237-42. PubMed ID: 26700483
[TBL] [Abstract][Full Text] [Related]
26. The contribution of undergraduate palliative care education: does it influence the clinical patient's care?
Centeno C; Rodríguez-Núñez A
Curr Opin Support Palliat Care; 2015 Dec; 9(4):375-91. PubMed ID: 26418527
[TBL] [Abstract][Full Text] [Related]
27. From students to professionals: results of a longitudinal study of attitudes to pre-qualifying collaborative learning and working in health and social care in the United Kingdom.
Pollard KC; Miers ME
J Interprof Care; 2008 Aug; 22(4):399-416. PubMed ID: 18800281
[TBL] [Abstract][Full Text] [Related]
28. Necessary but not yet sufficient: a survey of aged residential care staff perceptions of palliative care communication, education and delivery.
Frey R; Boyd M; Foster S; Robinson J; Gott M
BMJ Support Palliat Care; 2016 Dec; 6(4):465-473. PubMed ID: 27288399
[TBL] [Abstract][Full Text] [Related]
29. Web-based vs. traditional classroom instruction in gerontology: a pilot study.
Gallagher JE; Dobrosielski-Vergona KA; Wingard RG; Williams TM
J Dent Hyg; 2005; 79(3):7. PubMed ID: 16197772
[TBL] [Abstract][Full Text] [Related]
30. Service user perspectives on palliative care education for health and social care professionals supporting people with learning disabilities.
McLaughlin D; Barr O; McIlfatrick S; McConkey R
BMJ Support Palliat Care; 2015 Dec; 5(5):531-7. PubMed ID: 24644213
[TBL] [Abstract][Full Text] [Related]
31. UK health-care professionals' experience of on-line learning techniques: a systematic review of qualitative data.
Carroll C; Booth A; Papaioannou D; Sutton A; Wong R
J Contin Educ Health Prof; 2009; 29(4):235-41. PubMed ID: 19998474
[TBL] [Abstract][Full Text] [Related]
32. "It's given me confidence": a pragmatic qualitative evaluation exploring the perceived benefits of online end-of-life education on clinical care.
Morgan DD; Litster C; Winsall M; Devery K; Rawlings D
BMC Palliat Care; 2021 Apr; 20(1):57. PubMed ID: 33849499
[TBL] [Abstract][Full Text] [Related]
33. Training for impact: the socio-economic impact of a fit for purpose health workforce on communities.
Pálsdóttir B; Barry J; Bruno A; Barr H; Clithero A; Cobb N; De Maeseneer J; Kiguli-Malwadde E; Neusy AJ; Reeves S; Strasser R; Worley P
Hum Resour Health; 2016 Aug; 14(1):49. PubMed ID: 27523088
[TBL] [Abstract][Full Text] [Related]
34. Involving service users in the classroom with social work students.
Mackay R; Millar J
Nurse Educ Today; 2012 Feb; 32(2):167-72. PubMed ID: 22035881
[TBL] [Abstract][Full Text] [Related]
35. Interprofessional Team Training at the Prelicensure Level: A Review of the Literature.
Nelson S; White CF; Hodges BD; Tassone M
Acad Med; 2017 May; 92(5):709-716. PubMed ID: 27782914
[TBL] [Abstract][Full Text] [Related]
36. Interdisciplinary educational approaches to promote team-based geriatrics and palliative care.
Howe JL; Witt Sherman D
Gerontol Geriatr Educ; 2006; 26(3):1-16. PubMed ID: 16446268
[TBL] [Abstract][Full Text] [Related]
37. Faculty education in addiction training (FEAT): Evaluating an online training program for multidisciplinary health professions educators.
John RS; Salas-Wright CP; Amodeo M; Chassler D; Alford DP
Subst Abus; 2020; 41(3):292-296. PubMed ID: 32697174
[No Abstract] [Full Text] [Related]
38. The use of blended learning to improve health professionals' communication skills: a literature review.
Cappi V; Artioli G; Ninfa E; Ferrari S; Guarnieri MC; Martucci G; Sarli L
Acta Biomed; 2019 Mar; 90(4-S):17-24. PubMed ID: 30977745
[TBL] [Abstract][Full Text] [Related]
39. Transferring knowledge into practice? Exploring the feasibility of action learning for improving knowledge, skills and confidence in clinical communication skills.
Dowson J
BMC Med Educ; 2019 Jan; 19(1):37. PubMed ID: 30691472
[TBL] [Abstract][Full Text] [Related]
40. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8.
Steinert Y; Mann K; Centeno A; Dolmans D; Spencer J; Gelula M; Prideaux D
Med Teach; 2006 Sep; 28(6):497-526. PubMed ID: 17074699
[TBL] [Abstract][Full Text] [Related]
[Previous] [Next] [New Search]