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Our analysis identified three patterns of parent-educative activity that were common across all MDTs: (i) Engaging parents in shared practice, (ii) Knowledge exchange and role negotiation, and (iii) Promoting common ground.
Participants viewed information sharing between doctors through provider referral, communication by telephone or in shared practice settings, or via computer-mediated health record exchange as an essential facilitator of LBP co-management.
The key theoretical contribution of this paper focusses on the idea that professionals can find it challenging to make tacit knowledge explicit to each other and to parents when engaging parents in shared practice.
Professionals spoke of the challenge of explaining to each other how they are aware of parents' understanding of clinical knowledge, and described three patterns of parent-educative activity that were common across MDTs: Engaging parents in shared practice; Knowledge exchange and role negotiation, and Promoting common ground.
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Learning is facilitated when novices and experienced practitioners organize their work in ways that allow all participants the opportunity to see, discuss, and engage in shared practices.
Traditions in wild populations are defined as "enduring behavior patterns shared among members of a group that depend to a measurable degree on social contributions to individual learning, resulting in shared practices among members of a group" [1] (p. 3).
The process was sometimes more labour intensive in instances where records were not electronic or in shared practices where patients of one GP could not be distinguished from patients of another.
Of the 10 intervention group physicians, 7 were adult Primary Care Physicians from a single practice, 2 were Orthopedic surgeons in a shared practice, and one was an Ophthalmologist in solo practice.
I'm already beginning to think about how the participants in this shared practice will begin to process what our experiences in ritual were like.
As Bailey [ 35] concludes, it takes more than just nurses and family doctors working in a shared practice to produce collaborative practices.
When engaging students into a community of practice, we suggest that the learning outcomes be grounded in common shared practices.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com