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Journal Abstract Search

569 related items for PubMed ID: 16848375

  • 1. Core competencies for health care professionals: what medicine, nursing, occupational therapy, and physiotherapy share.
    Verma S, Paterson M, Medves J.
    J Allied Health; 2006; 35(2):109-15. PubMed ID: 16848375
    [Abstract] [Full Text] [Related]

  • 2. Dentistry, nursing, and medicine: a comparison of core competencies.
    Spielman AI, Fulmer T, Eisenberg ES, Alfano MC.
    J Dent Educ; 2005 Nov; 69(11):1257-71. PubMed ID: 16275689
    [Abstract] [Full Text] [Related]

  • 3. Comparison of multicultural literature in three health professions: physical therapy, nursing & social work.
    Black RM.
    J Cult Divers; 2001 Nov; 8(1):3-15. PubMed ID: 11855011
    [Abstract] [Full Text] [Related]

  • 4. Preparation for cancer care: perceptions of newly qualified health care professionals.
    Copp G, Caldwell K, Atwal A, Brett-Richards M, Coleman K.
    Eur J Oncol Nurs; 2007 Apr; 11(2):159-67. PubMed ID: 17126078
    [Abstract] [Full Text] [Related]

  • 5. Preparing rehabilitation healthcare providers in the 21st century: implementation of interprofessional education through an academic-clinical site partnership.
    Sheldon M, Cavanaugh JT, Croninger W, Osgood W, Robnett R, Seigle J, Simonsen L.
    Work; 2012 Apr; 41(3):269-75. PubMed ID: 22398495
    [Abstract] [Full Text] [Related]

  • 6. The COPA model: a comprehensive framework designed to promote quality care and competence for patient safety.
    Lenburg CB, Klein C, Abdur-Rahman V, Spencer T, Boyer S.
    Nurs Educ Perspect; 2009 Apr; 30(5):312-7. PubMed ID: 19824242
    [Abstract] [Full Text] [Related]

  • 7. Integrating professional behavior development across a professional allied health curriculum.
    Tsoumas LJ, Pelletier D.
    J Allied Health; 2007 Apr; 36(4):e313-25. PubMed ID: 19759999
    [Abstract] [Full Text] [Related]

  • 8. Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.
    Duncan M, Alperstein M, Mayers P, Olckers L, Gibbs T.
    Med Teach; 2006 Feb; 28(1):59-63. PubMed ID: 16627326
    [Abstract] [Full Text] [Related]

  • 9. Evidence-based practice: a review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions.
    Thomas A, Saroyan A, Dauphinee WD.
    Adv Health Sci Educ Theory Pract; 2011 May; 16(2):253-76. PubMed ID: 20922477
    [Abstract] [Full Text] [Related]

  • 10. Clinical education in private practice: an interdisciplinary project.
    Doubt L, Paterson M, O'Riordan A.
    J Allied Health; 2004 May; 33(1):47-50. PubMed ID: 15053220
    [Abstract] [Full Text] [Related]

  • 11. Medical training in school-based health centers: a collaboration among five medical schools.
    Kalet AL, Juszczak L, Pastore D, Fierman AH, Soren K, Cohall A, Fisher M, Hopkins C, Hsieh A, Kachur E, Sullivan L, Techow B, Volel C.
    Acad Med; 2007 May; 82(5):458-64. PubMed ID: 17457066
    [Abstract] [Full Text] [Related]

  • 12. Participation in interprofessional education: an evaluation of student and staff experiences.
    Forte A, Fowler P.
    J Interprof Care; 2009 Jan; 23(1):58-66. PubMed ID: 19142784
    [Abstract] [Full Text] [Related]

  • 13. Core competencies: the next generation. Comparison of a common framework for multiple professions.
    Verma S, Broers T, Paterson M, Schroder C, Medves JM, Morrison C.
    J Allied Health; 2009 Jan; 38(1):47-53. PubMed ID: 19361023
    [Abstract] [Full Text] [Related]

  • 14. The National Tuberculosis Curriculum Consortium: a model of multi-disciplinary educational collaboration.
    Harrity S, Jackson M, Hoffman H, Catanzaro A.
    Int J Tuberc Lung Dis; 2007 Mar; 11(3):270-4. PubMed ID: 17352091
    [Abstract] [Full Text] [Related]

  • 15. Developing e-learning for interprofessional education.
    Varga-Atkins T, Cooper H.
    J Telemed Telecare; 2005 Mar; 11 Suppl 1():102-4. PubMed ID: 16036013
    [Abstract] [Full Text] [Related]

  • 16. Transcultural healthcare immersion: a unique interprofessional experience poised to influence collaborative practice in cultural settings.
    Morton J.
    Work; 2012 Mar; 41(3):303-12. PubMed ID: 22398499
    [Abstract] [Full Text] [Related]

  • 17. Using quality and safety education for nurses to enhance competency outcome performance assessment: a synergistic approach that promotes patient safety and quality outcomes.
    Armstrong GE, Spencer TS, Lenburg CB.
    J Nurs Educ; 2009 Dec; 48(12):686-93. PubMed ID: 20000250
    [Abstract] [Full Text] [Related]

  • 18. Implementation and evaluation of an interdisciplinary health professions core curriculum.
    Buck MM, Tilson ER, Andersen JC.
    J Allied Health; 1999 Dec; 28(3):174-8. PubMed ID: 10507501
    [Abstract] [Full Text] [Related]

  • 19. Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.
    Boruff JT, Thomas A.
    Health Info Libr J; 2011 Dec; 28(4):264-72. PubMed ID: 22051125
    [Abstract] [Full Text] [Related]

  • 20. Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards.
    Ponzer S, Hylin U, Kusoffsky A, Lauffs M, Lonka K, Mattiasson AC, Nordström G.
    Med Educ; 2004 Jul; 38(7):727-36. PubMed ID: 15200397
    [Abstract] [Full Text] [Related]

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