Health care professional learners are expected to meet the Core Competencies for Interprofessional Collaborative Practice set forth by the Interprofessional Education Collaborative (IPEC), to better prepare them for team-based care with the goal of improving patient safety and population health outcomes.
Differences in motivation ("to please parents" rather than internal motivation) were seen by participants from different ethnic groups as indicating that Asian students would be less likely to be deep learners, caring communicators, active participants in their learning, and ultimately good doctors.
The importance of the ethos of caring for the learner in general practice training and providing the right mix of challenge and support has been reported previously [ 20, 42, 44].
Qualitative data were collected from trainers, programme learners, care home managers, and clinical palliative and EoL care specialists via interviews, observation of workshops, focus groups and audio diaries.
A comprehensive and practical education program on geriatric care for learners of different levels is fundamental to preparing future professionals to provide quality care for the elderly.
Such methods can promote successful careers in health care for learners through development of self-directed learning skills and active learning, in ways that help learners become fully committed to lifelong learning and continuous professional development.
Although patients predominantly prefer bedside rounds carried out in their presence, since that would make them feel more involved in their plan of care, the learners have generally been shown to prefer rounds, particularly case presentations, away from the patients [ 12, 27, 29].
Pilot testing was conducted to fine tune the Alcohol Clinical Training (ACT) curriculum based on input from learners in real practice settings caring for diverse (economically and culturally) patient populations.
Some learners will be more affected by HIV/AIDS than others, already caring for others who are sick, living with HIV/AIDS or orphans themselves.
The high demands of caring for children with complex care needs resulted in parents becoming life-long learners.
