Learning in interprofessional teams: AMEE Guide no 38.
This guide is for health and social care professionals who teach or guide others' learning before and after qualification, in formal courses or the workplace. It clarifies the understanding of interprofessional learning and explores the concept of teams and team working. Illustrated by examples from practice, the practicalities of effective interprofessional learning are described, and the underlying concepts of patient-centred care, excellent communication, development of capacity and clarity of roles that underpin this explored.
Hammick
Marilyn
M
Learning Partnerships Development Unit, Seacole 457, Faculty of Health, Birmingham City University, Bermingham, UK. marilyn.hammick@bemecollaboration.org
Olckers
Lorna
L
Campion-Smith
Charles
C
D002982:Clinical Clerkship / Q000379:methods* / Q000592:standards; D002983:Clinical Competence / Q000592:standards*; D003162:Competency-Based Education / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005178:Faculty / Q000592:standards; D006801:Humans; D007396:Internship and Residency / Q000379:methods / Q000592:standards; D007400:Interprofessional Relations; D010348:Patient Care Team / Q000592:standards; D013192:Staff Development / Q000379:methods; D013337:Students, Medical / Q000523:psychology; D013663:Teaching / Q000379:methods