LEADER 02347nam 2200433z- 450 001 9910220058603321 005 20231214133545.0 035 $a(CKB)3800000000216192 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/50446 035 $a(EXLCZ)993800000000216192 100 $a20202102d2016 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInter-healthcare Professions Collaboration: Educational and Practical Aspects and New Developments 210 $cFrontiers Media SA$d2016 215 $a1 electronic resource (28 p.) 225 1 $aFrontiers Research Topics 311 $a2-88919-997-5 330 $aSettings, such as patient-centered medical homes, can serve as ideal places to promote interprofessional collaboration among healthcare providers (Fjortoft et al., 2016). Furthermore, work together by teams of interprofessional healthcare students (Van Winkle, 2015) and even practitioners (Stringer et al., 2013) can help to foster interdisciplinary collaboration. This result occurs, in part, by mitigating negative biases toward other healthcare professions (Stringer et al., 2013; Van Winkle 2016). Such changes undoubtedly require increased empathy for other professions and patients themselves (Tamayo et al., 2016). Nevertheless, there is still much work to be done to foster efforts to promote interprofessional collaboration (Wang and Zorek, 2016). This work should begin with undergraduate education and continue throughout the careers of all healthcare professionals. 517 $aInter-healthcare Professions Collaboration 610 $aInterdisciplinary Communication 610 $aMitigating biases 610 $aCompetency based education 610 $aDELIBERATE PRACTICE 610 $acritical thinking and reflection 610 $ainterprofessional education 610 $aEmpathy 610 $aMultidisciplinary teams 610 $apatient centered care 700 $aSusan Cornell$4auth$01284058 702 $aNancy F. Fjortoft$4auth 702 $aLon J. Van Winkle$4auth 906 $aBOOK 912 $a9910220058603321 996 $aInter-healthcare Professions Collaboration: Educational and Practical Aspects and New Developments$93019244 997 $aUNINA