Getting outside the box: exploring role fluidity in interprofessional student groups through the lens of activity theory
Author:
Funder
Association of American Medical Colleges
Publisher
Springer Science and Business Media LLC
Subject
Education,General Medicine
Link
https://link.springer.com/content/pdf/10.1007/s10459-020-09983-w.pdf
Reference52 articles.
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2. Annear, M. J., Goldberg, L. R., Lo, A., & Robinson, A. (2016). Interprofessional curriculum development achieves results: Initial evidence from a dementia-care protocol. Journal of Interprofessional Care, 30(3), 391–393. https://doi.org/10.3109/13561820.2015.1117061.
3. Barrow, M., McKimm, J., Gasquoine, S., & Rowe, D. (2015). Collaborating in healthcare delivery: Exploring conceptual differences at the “bedside”. Journal of Interprofessional Care, 29(2), 119–124. https://doi.org/10.3109/13561820.2014.955911.
4. Battista, A. (2015). Activity theory and analyzing learning in simulations. Simulation and Gaming, 46(2), 187–196. https://doi.org/10.1177/1046878115598481.
5. Bittner, C. (2018). The importance of role clarity for development of interprofessional teams. The Journal of Continuing Education in Nursing, 49(8), 345–347.
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