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Related Concept Videos

Models of Health Promotion and Illness Prevention I01:25

Models of Health Promotion and Illness Prevention I

A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
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Models of Health Promotion and Illness Prevention II01:18

Models of Health Promotion and Illness Prevention II

The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
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Theories play an essential role in organizing patient care. Theories refer to a proposed or followed belief, policy, or procedure that is the basis for action. Nursing theories are knowledge-based concepts that guide nurses' actions, influence nursing education and practice, and allow nurses to care for their patients.
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Vertically integrated shared learning models in general practice: a qualitative study.

Christine M Ahern1, Thea F van de Mortel, Peter L Silberberg

  • 1North Coast GP Training, PO Box 1497, Ballina NSW 2478, Australia. theav@ncgpt.org.au.

BMC Family Practice
|October 2, 2013
PubMed
Summary
This summary is machine-generated.

Shared learning in general practice offers benefits like improved collegiality and resource sharing, potentially easing supervision constraints. However, individual learning needs and specific skill development require careful management alongside traditional one-to-one teaching.

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Area of Science:

  • Medical Education
  • General Practice Training
  • Healthcare Workforce Development

Background:

  • Increasing demand for general practice placements strains traditional one-to-one supervision models.
  • An aging workforce exacerbates the shortage of available General Practitioners (GPs).
  • Vertically integrated (VI) models, including shared learning, are explored as potential solutions.

Purpose of the Study:

  • To investigate stakeholder perceptions of shared learning in general practices.
  • To understand the benefits and risks associated with shared learning models.
  • To explore the suitability of shared learning for different educational needs in primary care.

Main Methods:

  • Qualitative study using semi-structured interviews with diverse stakeholders (GPs, registrars, trainees, students, practice managers).
  • Research conducted in nine general practice teaching sites in northern NSW, Australia.
  • Thematic analysis of 33 interview transcripts by three independent researchers.

Main Results:

  • Shared learning perceived to enhance collegiality, morale, resource sharing, and reduce isolation and workload.
  • Potential risks include failure to meet individual learner needs, especially for remediation or specific skill acquisition.
  • Learner acceptance is influenced by supervisor facilitation skills; one-to-one teaching remains crucial for certain learning objectives.

Conclusions:

  • Shared learning can partially alleviate GP supervision capacity issues and offers benefits over traditional models.
  • Careful management of risks is essential to ensure all learners' needs are met.
  • A blended approach combining shared and one-to-one learning is recommended to optimize educational outcomes and learner experiences.