ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02888.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02889.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02890.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYIn undergraduate medical education, a shift away from in‐patient teaching towards greater use of the ambulatory care setting is occurring. This paper looks at what effect this change in emphasis might have on students' clinical competence. A log‐book approach was used to study final‐year orthopaedic students' opportunities to interact with patients in the wards and out‐patient clinics at the University of Dundee Medical School. Students perceived that similar opportunities to interact with patients to develop and improve their clinical skills were provided by both settings. The study showed that much greater use could be made of both settings for clinical skills teaching. While students were not enthusiastic about the log‐book approach, it stimulated their thinking. It is concluded that student opportunities to develop clinical skills will not be adversely affected by the trend towards ambulatory care teaching. There should be more clinical teaching in the out‐pati

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02802.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02891.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02892.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis paper presents various views on interprofessional cooperation and discusses the significant components and desired outcomes of such a relationship. Historically, the nurse–doctor relationship has been fraught with conflict; however, the challenge is to dismantle this imbalanced relationship and fashion new interdisciplinary collaboration. Collaborative practice is an ongoing, dynamic process, requiring time to develop. The creation of true partnership demands energy and commitment. Collaboration, a relationship of interdependence, is built on respect and understanding of the unique and complementary perspectives each profession makes to achieve desired outcomes. The health literature abounds with issues associated with interdisciplinary collaboration. Essential elements of collaboration, advantages and barriers to collaborative affiliation, impact of collaborative practice, and changes in practice patterns among professionals of various disciplines are some of the issues highlighted. Several universities and medical centres support faculty–practice joint appointment and believe this collaborative affiliation will bridge the accountability gap and will enhance the educational and organizational goals. The problem‐based learning curriculum is permeating nursing schools. This educational strategy is valuable in that students learn team collaboration. Many studies believe that practice questions can be addressed better by merging the talents of clinicians and those in the academic setting. The authors point out that research‐based knowledge is essential for clinicians to solve patient care problems. Favourable outcomes to collaborative practice outweigh the barriers. No doubt there is synergism when a new partnership is created which is the hallmark of a true interprofessional relationship. This affiliation must be nurtured and reinforced, for it holds great promise for enhancement of patient care and for providing job satisfaction in an increasingly complex and constraining world of heal

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02893.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThe General Medical Council has issued a call for an increase in community‐based medical education, and many medical schools are enhancing the community component of their curricula. This paper uses the experience of a community‐based junior medical firm to explore the potential costs, and highlight some of the unresolved problems, which a major transfer of education to the community might engender. Community‐based medical education is not a cheap option. The cost of this programme for the academic year 1992–93 was £266494, or £60 per student session. This compares with the Service Increment for Teaching and Research (SIFTR) provision of £41140 per student per annum, or (excluding the 25% of SIFTR which is supposed to cover research costs), £64 per student session. There are a number of possible ways of funding community‐based education, including a diversion of SIFTR toward departments of primary health care. As this would have serious implications for the financial viability of some medical schools, an urgent discussion about the future funding of medical educatio

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02804.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02894.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02895.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID