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ORIGINAL RESEARCH

Medical school teaching on interprofessional relationships between primary and social care to enhance communication and integration of care – a pilot study

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Pages 311-332 | Published online: 28 May 2019

Figures & data

Figure 1 Sofia’s interface.

Abbreviation: MBBS, Bachelor of Medicine.

Figure 1 Sofia’s interface.Abbreviation: MBBS, Bachelor of Medicine.

Figure 2 Barriers to communication matched to the learning objectives.

Abbreviations: IT, information technology; MDT, multi-disciplinary team; GPs, General Practitioners.

Figure 2 Barriers to communication matched to the learning objectives.Abbreviations: IT, information technology; MDT, multi-disciplinary team; GPs, General Practitioners.

Figure 3 Learning objectives matched to the case scenarios.

Abbreviations: IT, information technology; MDT, multi-disciplinary team; GPs, General Practitioners.

Figure 3 Learning objectives matched to the case scenarios.Abbreviations: IT, information technology; MDT, multi-disciplinary team; GPs, General Practitioners.

Figure 4 Example scenario.

Abbreviations: MDT, multi-disciplinary team; GP, General Practitioner; QOF, Quality and Outcome Framework; GPs, General Practitioners.

Figure 4 Example scenario.Abbreviations: MDT, multi-disciplinary team; GP, General Practitioner; QOF, Quality and Outcome Framework; GPs, General Practitioners.

Figure 5 Medical student survey.

Figure 5 Medical student survey.

Figure 6 GMC Outcomes for Graduates review.

Figure 6 GMC Outcomes for Graduates review.

Table 1 Learning objectives in the Imperial College Curriculum

Table 2 Wilcoxon test results

Figure 7 Student survey results.

Figure 7 Student survey results.

Figure 8 Student survey results regarding delivery style.Abbreviation: PBL, Problem-based learning.

Figure 8 Student survey results regarding delivery style.Abbreviation: PBL, Problem-based learning.