Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care

This is a qualitative study

From:
Department for International Development
Published
25 June 2015
Document Type:
Journal Article
Theme:
Health
Authors:
Young, T, Rohwer, A, van Schalkwyk, S., Volmink, J, Clarke, M

Abstract

Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare knowledge, skills and attitudes. To inform implementation of such strategies, the authors assessed experiences and opinions on lessons learnt of those involved in such programmes.

This research is supported by the Department for International Development’s Evidence Building and Synthesis Research Programme which is led by Liverpool School of Tropical Medicine

Citation

Taryn Young, Anke Rohwer, Susan van Schalkwyk, Jimmy Volmink and Mike Clarke. Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care - a qualitative study. Public Library of Science (PLOS) One 2015 10(6): e0131121. doi: 10.1371/journal.pone.0131121

Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care - a qualitative study

Published 25 June 2015
Contents