Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?
Physicians must function as integral members of the complex social systems in which they work to support the health of their patients; competency-based education frameworks describe this function of physicians in terms of systems-based practice, advocacy, and collaboration. Yet education for these s...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Canadian Medical Education Journal
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/a679b068e4744a1ab877aefd43550863 |
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