Exploring the development of interprofessional competence and professional identity: A Situated Learning Theory study-Reference-Cited by-同舟云学术

Exploring the development of interprofessional competence and professional identity: A Situated Learning Theory study

Published:2022-11-30 Issue: Volume: Page:1-10
ISSN:1356-1820
Container-title:Journal of Interprofessional Care
language:en
Short-container-title:Journal of Interprofessional Care

Author:

Shinkaruk Kelly¹,Carr Eloise²,Lockyer Jocelyn M³,Hecker Kent G.⁴

Affiliation:

1. Department of Anesthesiology, Perioperative, and Pain Medicine, Faculty of Medicine, Cumming School of Medicine, University of Calgary, T2N 4Z6, Calgary, AB, Canada

2. Faculty of Nursing, PF3238 Professional Faculties Building, 2500 University Drive NW, University of Calgary, T2N 1N4, Calgary, AB, Canada

3. Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Dr NW, T2N 4Z6, Calgary, AB, Canada

4. Department of Veterinary Clinical and Diagnostic Sciences, Faculty of Veterinary Medicine, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, T2N 4Z6, Calgary, AB, CANADA

Funder

Anesthesia Academic Counsel

Publisher

Informa UK Limited

Subject

General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/13561820.2022.2140129

Reference48 articles.

1. Current trends in interprofessional education of health sciences students: A literature review

2. Steering the development of interprofessional education

3. Context matters when striving to promote active and lifelong learning in medical education

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