ID Consecutivo : 2316

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serie

Editorial

 

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Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

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ID Consecutivo : 2316

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 2316

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2316

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2316

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2316

Titulo videos

Año de publicación

Resumen
In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://www.sciencedirect.com/science/article/pii/S1658361216301160

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 2316

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Titulo Revista

ISSN

Año de publicación Suplemento

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Resumen
In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores