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Titlebook: General Practitioner Education; UK and Nordic Perspe Martin Lawrence (Senior Lecturer in General Practi Book 1992 Springer-Verlag London Li

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書(shū)目名稱(chēng)General Practitioner Education
副標(biāo)題UK and Nordic Perspe
編輯Martin Lawrence (Senior Lecturer in General Practi
視頻videohttp://file.papertrans.cn/383/382090/382090.mp4
圖書(shū)封面Titlebook: General Practitioner Education; UK and Nordic Perspe Martin Lawrence (Senior Lecturer in General Practi Book 1992 Springer-Verlag London Li
描述A workshop to look at strategies, methods of implementation and evaluation of vocational training and Continuing Medical Education in General Practice was held in June 1990 in London. This text represents papers written by contributors to the workshop and pre-circulated papers which describe health systems and educational realities in six countries: Denmark, Finland, Iceland, Norway, Sweden and the UK. The first part of the books compares the structure care systems and General Practice education in the UK and Nordic countries. The second part reviews teaching under five headings, each introduced by a brief commmentary highlighting the main issues and indicating the consensus view. Of particular note is the last chapter which presents demography and health service organization, arrangements for General Practice and primary health care, vocational (specialists) training of GPs, and continuing medical education for each of the six countries.
出版日期Book 1992
關(guān)鍵詞Family Practice; General Practice; Gesundheitswesen/Beruf; Medizinstudium; care; healthcare; medical educa
版次1
doihttps://doi.org/10.1007/978-1-4471-1960-9
isbn_softcover978-3-540-19741-6
isbn_ebook978-1-4471-1960-9
copyrightSpringer-Verlag London Limited 1992
The information of publication is updating

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Book 1992aphy and health service organization, arrangements for General Practice and primary health care, vocational (specialists) training of GPs, and continuing medical education for each of the six countries.
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M. Joseph Sirgy,Rhonda Phillips,D. Rahtz of learning only occurs when the information transmitted is ‘personalized’ by the learner, and so appreciated as relevant to his understanding and his needs. How then can we discover needs? David Metcalfe suggested that learning needs can be expressed as a Venn diagram (below).
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Luis Delfim Santos,Isabel Martinsot assess their needs or develop further educational aims. Each country is, in its way, moving towards formative assessment. In the UK there is ‘What sort of doctor?’ and the development of ‘Fellowship (of the RCGP) by assessment’. The Norwegians describe a centralized project for assessing the valu
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