Jointly discussing care plans for real-life patients: The potential of a&nbsp;student-led interprofessional team meeting in undergraduate health professions education

Marion van Lierop; Jerôme van Dongen; Miriam Janssen; Hester Smeets; Loes van Bokhoven; Albine Moser

doi:10.1007/S40037-019-00543-6

Jointly discussing care plans for real-life patients: The potential of a student-led interprofessional team meeting in undergraduate health professions education

Perspectives on Medical Education

Volume 8 (2019): Issue 6

By: Marion van Lierop, Jerôme van Dongen, Miriam Janssen, Hester Smeets, Loes van Bokhoven and Albine Moser

Open Access

|Nov 2019

Authors

Marion van Lierop

marion.vanlierop@maastrichtuniversity.nl

Department of Family Medicine, Maastricht University

Jerôme van Dongen

info@ubiquitypress.com

Research Centre for Community Care, Zuyd University of Applied Sciences; CAPHRI School for Public Health and Primary Care, Department of Family Medicine, Maastricht University

Miriam Janssen

info@ubiquitypress.com

Department of Social Medicine, Maastricht University

Hester Smeets

hester.smeets@zuyd.nl

Faculty of Health, Zuyd University of Applied Sciences

Loes van Bokhoven

info@ubiquitypress.com

CAPHRI School for Public Health and Primary Care, Department of Family Medicine, Maastricht University

Albine Moser

info@ubiquitypress.com

Research Centre for Autonomy and Participation of people with chronic illnesses, Zuyd University of Applied Sciences

DOI: https://doi.org/10.1007/S40037-019-00543-6 | Journal eISSN: 2212-277X

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Language: English

Published on: Nov 8, 2019

Published by: Bohn Stafleu van Loghum

In partnership with: Paradigm Publishing Services

Publication frequency: 1 issue per year

Keywords:

Interprofessional learning,

Interprofessional education,

Interprofessional team meeting,

Problem based learning

© 2019 Marion van Lierop, Jerôme van Dongen, Miriam Janssen, Hester Smeets, Loes van Bokhoven, Albine Moser, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.

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