Developing common learning: The New Generation Project undergraduate curriculum model

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Authors: O'Halloran, C., Hean, S., Humphris, D. and Macleod-Clark, J.

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Journal: Journal of Interprofessional Care

Volume: 20

Pages: 12-28

ISSN: 1356-1820

DOI: 10.1080/13561820500471854

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.

This data was imported from PubMed:

Authors: O'Halloran, C., Hean, S., Humphris, D. and Macleod-Clark, J.

Journal: J Interprof Care

Volume: 20

Issue: 1

Pages: 12-28

ISSN: 1356-1820

DOI: 10.1080/13561820500471854

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.

This data was imported from Scopus:

Authors: O'Halloran, C., Hean, S., Humphris, D. and Macleod-Clark, J.

Journal: Journal of Interprofessional Care

Volume: 20

Issue: 1

Pages: 12-28

ISSN: 1356-1820

DOI: 10.1080/13561820500471854

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education. © 2006 Taylor & Francis.

This data was imported from Europe PubMed Central:

Authors: O'Halloran, C., Hean, S., Humphris, D. and Macleod-Clark, J.

Journal: Journal of interprofessional care

Volume: 20

Issue: 1

Pages: 12-28

eISSN: 1469-9567

ISSN: 1356-1820

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.

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