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Masiello, Italo, ProfessorORCID iD iconorcid.org/0000-0002-3738-7945
Publications (10 of 31) Show all publications
Liu, J., Masiello, I., Ponzer, S. & Farrokhnia, N. (2019). Interprofessional teamwork versus fast track streaming in an emergency department - An observational cohort study of two strategies for enhancing the throughput of orthopedic patients presenting limb injuries or back pain. PLoS ONE, 14(7), Article ID e0220011.
Open this publication in new window or tab >>Interprofessional teamwork versus fast track streaming in an emergency department - An observational cohort study of two strategies for enhancing the throughput of orthopedic patients presenting limb injuries or back pain
2019 (English)In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 14, no 7, p. -16, article id e0220011Article in journal (Refereed) Published
Abstract [en]

Objective To compare two strategies, interprofessional teams versus fast track streaming, for orthopedic patients with limb injuries or back pain, the most frequent orthopedic complaints in an emergency department. Methods An observational before-and-after study at an adult emergency department from May 2012 to Nov 2015. Patients who arrived on weekdays from 8 am to 9 pm and presented limb injury or back pain during one year of each process were included, so that 11,573 orthopedic presentations were included in the fast track period and 10,978 in the teamwork period. Similarly, another 11,020 and 10,760 arrivals presenting the six most frequent non-orthopedic complaints were included in the respective periods, altogether 44,331 arrivals. The outcome measures were the time to physician (TTP) and length of stay (LOS). The LOS was adjusted for predictors, including imaging times, by using linear regression analysis. Results The overall median TTP was shorter in the teamwork period, 76.3 min versus 121.0 min in the fast track period (-44.7 min, 95% confidence interval (CI): -47.3 to -42.6). The crude median LOS for orthopedic presentations was also shorter in the teamwork period, 217.0 min versus 230.0 min (-13.0 min, 95% CI: -18.0 to -8.0), and the adjusted LOS was 22.8 min shorter (95% CI: -26.9 to -18.7). For non-orthopedic presentations, the crude median LOS did not differ significantly between the periods (2.0 min, 95% CI: -3.0 to 7.0). However, the adjusted LOS was shorter in the teamwork period (-20.1 min, 95% CI: -24.6 to -15.7). Conclusions The median TTP and LOS for orthopedic presentations were shorter in the teamwork period. For non-orthopedic presentations, the TTP and adjusted LOS were also shorter in the teamwork period. Therefore, interprofessional teamwork may be an alternative approach to improve the patient flow in emergency departments.

Place, publisher, year, edition, pages
Public Library of Science, 2019
National Category
Health Care Service and Management, Health Policy and Services and Health Economy Orthopaedics
Research subject
Health and Caring Sciences
Identifiers
urn:nbn:se:lnu:diva-89264 (URN)10.1371/journal.pone.0220011 (DOI)000482340700082 ()31318942 (PubMedID)
Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2019-09-24Bibliographically approved
Kyaw, B. M., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C. K., George, P. P., . . . Car, L. T. (2019). Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. Journal of Medical Internet Research, 21(1), Article ID e12959.
Open this publication in new window or tab >>Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration
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2019 (English)In: Journal of Medical Internet Research, ISSN 1438-8871, E-ISSN 1438-8871, Vol. 21, no 1, article id e12959Article, review/survey (Refereed) Published
Abstract [en]

Background: Virtual reality (VR) is a technology that allows the user to explore and manipulate computer-generated real or artificial three-dimensional multimedia sensory environments in real time to gain practical knowledge that can be used in clinical practice. Objective: The aim of this systematic review was to evaluate the effectiveness of VR for educating health professionals and improving their knowledge, cognitive skills, attitudes, and satisfaction. Methods: We performed a systematic review of the effectiveness of VR in pre- and postregistration health professions education following the gold standard Cochrane methodology. We searched 7 databases from the year 1990 to August 2017. No language restrictions were applied. We included randomized controlled trials and cluster-randomized trials. We independently selected studies, extracted data, and assessed risk of bias, and then, we compared the information in pairs. We contacted authors of the studies for additional information if necessary. All pooled analyses were based on random-effects models. We used the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) approach to rate the quality of the body of evidence. Results: A total of 31 studies (2407 participants) were included. Meta-analysis of 8 studies found that VR slightly improves postintervention knowledge scores when compared with traditional learning (standardized mean difference [SMD]=0.44; 95% CI 0.18-0.69; I-2=49%; 603 participants; moderate certainty evidence) or other types of digital education such as online or offline digital education (SMD=0.43; 95% CI 0.07-0.79; I-2=78%; 608 participants [8 studies]; low certainty evidence). Another meta-analysis of 4 studies found that VR improves health professionals' cognitive skills when compared with traditional learning (SMD=1.12; 95% CI 0.81-1.43; I-2=0%; 235 participants; large effect size; moderate certainty evidence). Two studies compared the effect of VR with other forms of digital education on skills, favoring the VR group (SMD=0.5; 95% CI 0.32-0.69; I-2=0%; 467 participants; moderate effect size; low certainty evidence). The findings for attitudes and satisfaction were mixed and inconclusive. None of the studies reported any patient-related outcomes, behavior change, as well as unintended or adverse effects of VR. Overall, the certainty of evidence according to the GRADE criteria ranged from low to moderate. We downgraded our certainty of evidence primarily because of the risk of bias and/or inconsistency. Conclusions: We found evidence suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education. The findings on other outcomes are limited. Future research should evaluate the effectiveness of immersive and interactive forms of VR and evaluate other outcomes such as attitude, satisfaction, cost-effectiveness, and clinical practice or behavior change.

Place, publisher, year, edition, pages
JMIR PUBLICATIONS, INC, 2019
Keywords
virtual reality, health professions education, randomized controlled trials, systematic review, meta-analysis
National Category
Educational Sciences Other Medical Sciences not elsewhere specified
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-80279 (URN)10.2196/12959 (DOI)000456632100001 ()30668519 (PubMedID)2-s2.0-85060374828 (Scopus ID)
Available from: 2019-02-07 Created: 2019-02-07 Last updated: 2019-08-29Bibliographically approved
Liu, J., Masiello, I., Ponzer, S. & Farrokhnia, N. (2018). Can interprofessional teamwork reduce patient throughput times?: A longitudinal single-centre study of three different triage processes at a Swedish emergency department. BMJ Open, 8(4), Article ID e019744.
Open this publication in new window or tab >>Can interprofessional teamwork reduce patient throughput times?: A longitudinal single-centre study of three different triage processes at a Swedish emergency department
2018 (English)In: BMJ Open, ISSN 2044-6055, E-ISSN 2044-6055, Vol. 8, no 4, article id e019744Article in journal (Refereed) Published
Abstract [en]

Objective To determine the impact on emergency department (ED) throughput times and proportion of patients who leave without being seen by a physician (LWBS) of two triage interventions, where comprehensive nurse-led triage was first replaced by senior physician-led triage and then by interprofessional teamwork. Design Single-centre before-and-after study. Setting Adult ED of a Swedish urban hospital. Participants Patients arriving on weekdays 08: 00 to 21: 00 during three 1-year periods in the interval May 2012 to November 2015. A total of 185 806 arrivals were included. Interventions Senior physicians replaced triage nurses May 2013 to May 2014. Interprofessional teamwork replaced the triage process on weekdays 08: 00 to 21: 00 November 2014 to November 2015. Main outcome measures Primary outcomes were the median time to physician (TTP) and the median length of stay (LOS). Secondary outcome was the LWBS rate. Results The crude median LOS was shortest for teamwork, 228 min (95% Cl 226.4 to 230.5) compared with 232 min (95% Cl 230.8 to 233.9) for nurse-led and 250 min (95% Cl 248.5 to 252.6) for physician-led triage. The adjusted LOS for the teamwork period was 16 min shorter than for nurse-led triage and 23 min shorter than for physician-led triage. The median TTP was shortest for physician-led triage, 56 min (95% Cl 54.5 to 56.6) compared with 116 min (95% Cl 114.4 to 117.5) for nurse-led triage and 74 min (95% Cl 72.7 to 74.8) for teamwork. The LWBS rate was 1.9% for nurse-led triage, 1.2% for physician-led triage and 3.2% for teamwork. All outcome measure differences had two-tailed p values< 0.01. Conclusions Interprofessional teamwork had the shortest length of stay, a shorter time to physician than nurse-led triage, but a higher LWBS rate. Interprofessional teamwork may be a useful approach to reducing ED throughput times.

Place, publisher, year, edition, pages
BMJ Publishing Group Ltd, 2018
National Category
Health Care Service and Management, Health Policy and Services and Health Economy
Research subject
Health and Caring Sciences
Identifiers
urn:nbn:se:lnu:diva-81271 (URN)10.1136/bmjopen-2017-019744 (DOI)000435176700089 ()29674366 (PubMedID)
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-03-22Bibliographically approved
Hadadgar, A., Changiz, T., Kononowicz, A. A., Safaeian, L., Mirshahzadeh, N., Najimi, A., . . . Masiello, I. (2018). Creating and validating e-cases as educational tools in general practitioners' continuing medical education context. Bio-Algorithms and Med-Systems, 14(1), Article ID UNSP 20170027.
Open this publication in new window or tab >>Creating and validating e-cases as educational tools in general practitioners' continuing medical education context
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2018 (English)In: Bio-Algorithms and Med-Systems, ISSN 1895-9091, Vol. 14, no 1, article id UNSP 20170027Article in journal (Refereed) Published
Abstract [en]

Objective: This study aimed at creating electronic cases (e-cases) and analyzing their validity as a diagnostic assessment tool within the context of continuing medical education (CME) to measure general practitioners' (GPs) knowledge of common infectious disease. Methods: We designed assessment e-cases in an electronic CME platform. The e-cases were designed to measure GPs' knowledge about diagnosis and treatment of common infectious disease in outpatient settings. The data collected were analyzed for five forms of evidence: content, response process, internal structure, relations with other variables and consequences. Results: A total of 46 GPs participated in the study. Among them, 87% perceived the e-cases as resembling the patients whom they visit in their everyday practice. Although attendance in this activity made 85% of the participants more cautious about prescription of antibiotics, we could not detect any statistically significant association between the assessment scores and the physicians' previous antibiotic prescription. The diagnos- e tic assessment with e-cases was supported by most of the elements of validity evidence, including content, response process, internal structure and consequences. Conclusions: Overall, evidence suggests that using e-cases might be a valid diagnostic assessment CME activity to measure GPs' knowledge of common infectious disease, but more research is necessary.

Place, publisher, year, edition, pages
Walter de Gruyter, 2018
Keywords
assessment, continuing medical education, electronic case, general practitioner, validity
National Category
Health Care Service and Management, Health Policy and Services and Health Economy Learning
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81272 (URN)10.1515/bams-2017-0027 (DOI)000449696500002 ()
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-04-15Bibliographically approved
Sarmasoğlu, Ş., Elçin, M. & Masiello, I. (2018). Eğiticilerin Başarılı Mesleklerarası Eğitim Programlarına İlişkin Deneyimleri: Karolinska Enstitüsü Örneği. Hacettepe Universitesi Hemcsirelik Fakultesi Dergisi, 5(1), 14-28
Open this publication in new window or tab >>Eğiticilerin Başarılı Mesleklerarası Eğitim Programlarına İlişkin Deneyimleri: Karolinska Enstitüsü Örneği
2018 (Turkish)In: Hacettepe Universitesi Hemcsirelik Fakultesi Dergisi, ISSN 2148-3590, Vol. 5, no 1, p. 14-28Article in journal (Other academic) Published
Abstract [tr]

Amaç: Bu çalışmanın amacı günümüzde başarı ile sürdürülen mesleklerarası eğitim programlarının kurulma sürecine ilişkin anlayış geliştirmek ve ülkemizde mesleklerarası eğitim programlarını hayata geçirmek isteyen eğitimcilere, öncü eğitimcilerin deneyimlerden yararlanma fırsatı sunmaktır. Gereç ve Yöntem: Araştırma niteliksel desene sahip olup, verileri İsveç Stokholm’de mesleklerarası eğitim programının oluşturulmasında ve yürütülmesinde yer alan beş kurucu ile yapılandırılmış görüşmeler sonucunda elde edilmiştir. Çalışmadan elde edilen verilerin analizinde içerik analizi yönteminden yararlanılmıştır. Bulgular: Mesleklerarası eğitim programlarının başlatılmasında en önemli itici güçler, DSÖ’nün küresel boyuttaki çağrıları ve mesleklerarası eğitim etkinliklerinin sürdürüldüğü diğer üniversitelerin olumlu raporları olmuştur. Mesleklerarası eğitimin hayata geçirilmesi sürecinde; ortak bir anlayış geliştirme, değişime uyum sağlama, öğrenci programlarını planlanma, öğrenci izlemi ve finans konularında sorunlar yaşanmıştır. İstekli liderler ve savunucular ile öncü ekip, kurulum sürecinde hayati bir rol üstlenmiştir. Katılımcıların mesleklerarası eğitim programlarını kurmak isteyen eğiticilere ilişkin önerileri; ortak amaçların oluşturulması, yöneticilerin desteğinin alınması, başarılı mesleklerarası eğitim öncüleri ile işbirliği yapılması, iyi uygulama örneklerinin ziyaret edilmesi, mentörlerin eğitimine önem verilmesi ve sabırlı olunmasıdır.Sonuç: Mesleklerarası eğitim programlarının kurulması sürecinde pek çok sorun ile karşılaşmak kaçınılmazdır ancak bu programların kabul edilmesinde istekli liderler fark yaratabilmektedirler. Kurumun yöneticileri/karar vericileri sürecin sürdürülebilir olmasında oldukça önemli bir role sahiptir.

Place, publisher, year, edition, pages
Ankara: Hacettepe University, 2018
Keywords
Hemşirelik eğitimi, meslekler arası ilişkiler, profesyonel eğitim, sağlık ekibi, tıp eğitim
National Category
Nursing
Research subject
Health and Caring Sciences, Nursing
Identifiers
urn:nbn:se:lnu:diva-80448 (URN)10.31125/hunhemsire.430907 (DOI)
Available from: 2019-02-12 Created: 2019-02-12 Last updated: 2019-04-03Bibliographically approved
Husebø, S. E., Silvennoinen, M., Rosqvist, E. & Masiello, I. (2018). Status of Nordic research on simulation-based learning in healthcare: an integrative review.. Advances in Science and Technology Research Journal, 3, Article ID 12.
Open this publication in new window or tab >>Status of Nordic research on simulation-based learning in healthcare: an integrative review.
2018 (English)In: Advances in Science and Technology Research Journal, ISSN 2364-3277, E-ISSN 2059-0628, Vol. 3, article id 12Article in journal (Refereed) Published
Abstract [en]

Background: Based on common geography, sociopolitics, epidemiology, and healthcare services, the Nordic countries could benefit from increased collaboration and uniformity in the development of simulation-based learning (SBL). To date, only a limited overview exists on the Nordic research literature on SBL and its progress in healthcare education. Therefore, the aim of this study is to fill that gap and suggest directions for future research.

Methods: An integrative review design was used. A search was conducted for relevant research published during the period spanning from 1966 to June 2016. Thirty-seven studies met the inclusion criteria. All included studies were appraised for quality and were analyzed using thematic analysis.

Results: The Nordic research literature on SBL in healthcare revealed that Finland has published the greatest number of qualitative studies, and only Sweden and Norway have published randomized control trials. The studies included interprofessional or uniprofessional teams of healthcare professionals and students. An assessment of the research design revealed that most studies used a qualitative or a descriptive design. The five themes that emerged from the thematic analysis comprised technical skills, non-technical skills, user experience, educational aspects, and patient safety.

Conclusion: This review has identified the research relating to the progress of SBL in the Nordic countries. Most Nordic research on SBL employs a qualitative or a descriptive design. Shortcomings in simulation research in the Nordic countries include a lack of well-designed randomized control trials or robust evidence that supports simulation as an effective educational method. In addition, there is also a shortage of studies focusing on patient safety, the primary care setting, or a combination of specialized and primary care settings. Suggested directions for future research include strengthening the design and methodology of SBL studies, incorporating a cross-country comparison of studies using simulation in the Nordic countries, and studies combining specialized and primary care settings.

Place, publisher, year, edition, pages
BioMed Central, 2018
Keywords
Integrative review, Nordic countries, Simulation-based learning
National Category
Learning Other Health Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81282 (URN)10.1186/s41077-018-0071-8 (DOI)30002918 (PubMedID)
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-03-22Bibliographically approved
Läkartidningen, F. (2017). 4 frågor till Italo Masiello. Läkartidningen, 114(43-44)
Open this publication in new window or tab >>4 frågor till Italo Masiello
2017 (English)In: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 114, no 43-44Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Italo Masiello, docent, universitetslektor och chef för Södersjukhusets Utbildnings- och innovationscenter, har tillsammans med Anna Mattsson, med dr, skrivit en artikel om medicinsk simuleringsträning.

Place, publisher, year, edition, pages
Stockholm: Läkartidningen förlag, 2017
National Category
Health Care Service and Management, Health Policy and Services and Health Economy
Research subject
Health and Caring Sciences
Identifiers
urn:nbn:se:lnu:diva-80454 (URN)
Note

Interview with Italo Masiello.

Available from: 2019-02-12 Created: 2019-02-12 Last updated: 2019-04-04Bibliographically approved
Renée, A., Magnus, B., Liisa, C., Samuel, E., Håkan, H., Magnus, H., . . . Éva, T. (2017). Confident but not theoretically grounded: experienced simulation educators' perceptions of their own professional development. Advances in Medical Education and Practice, 2017(8), 99-108
Open this publication in new window or tab >>Confident but not theoretically grounded: experienced simulation educators' perceptions of their own professional development
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2017 (English)In: Advances in Medical Education and Practice, ISSN 1179-7258, E-ISSN 1179-7258, Vol. 2017, no 8, p. 99-108Article in journal (Refereed) Published
Abstract [en]

Background: Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identified as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature.

Objectives: To explore changes in experienced simulation educators’ perceptions of their own teaching skills, practices, and understanding of teaching over time.

Methods: A qualitative exploratory study. Fourteen experienced simulation educators participated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis.

Results: Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identified: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being confident in the role as an instructor seemed to constitute a foundation for the instructor’s pedagogical development.

Conclusion: Experienced simulation educators’ pedagogical development was based on self-confidence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the first clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies.

Place, publisher, year, edition, pages
Macclesfield: Dove Medical Press, 2017
Keywords
continuing professional development, interviews, medical simulation, pedagogical development, simulation educator
National Category
Learning
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-80452 (URN)10.2147/AMEP.S123517 (DOI)
Available from: 2019-02-12 Created: 2019-02-12 Last updated: 2019-04-04Bibliographically approved
Bikmoradi, A., Masmouei, B., Ghomeisi, M., Roshanaei, G. & Masiello, I. (2017). Impact of telephone counseling on the quality of life of patients discharged after coronary artery bypass grafts. Patient Education and Counseling, 100(12), 2290-2296
Open this publication in new window or tab >>Impact of telephone counseling on the quality of life of patients discharged after coronary artery bypass grafts
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2017 (English)In: Patient Education and Counseling, ISSN 0738-3991, E-ISSN 1873-5134, Vol. 100, no 12, p. 2290-2296Article in journal (Refereed) Published
Abstract [en]

Background: This study aimed to assess the impact of telephone counseling on quality of life in patients with coronary artery bypass graft. Methods: A quasi-experimental study was conducted with 71 discharged patients after coronary artery bypass graft surgery at Ekbatan Edcuational hospital in Hamadan, Iran, in 2014. The patients were randomly allocated into intervention (n = 36) and control group (n = 35). The intervention group received education and counseling about therapeutic plan via telephone after discharge. Patients in the control group received only routines. All patients completed the quality of life questionnaire before and after the intervention period of five weeks. Results: There was no significant difference between intervention and control group about quality of life before intervention (p = 0.696). However, there was significant and positive deference between the two groups in favor of the telephone counseling after the intervention (P = 0.01) and control group (P = 0.04). Quality of life in the intervention group was significantly better compared to control group (P = 0.01). Conclusions: Telephone counseling could be a cost-effective patient counseling plan for therapeutic adherence after coronary artery bypass surgery in order to improve the patients' quality of life. Practice implications: Telephone counseling is feasible to implement and well accepted for patient counseling for many diseases. (C) 2017 Elsevier B.V. All rights reserved.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
Telephone counseling, Quality of life, Coronary artery bypass surgery, Health care system
National Category
Nursing
Research subject
Health and Caring Sciences
Identifiers
urn:nbn:se:lnu:diva-81273 (URN)10.1016/j.pec.2017.06.010 (DOI)000415614000015 ()28625860 (PubMedID)
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-03-22Bibliographically approved
Ericson, A., Löfgren, S., Bolinder, G., Reeves, S., Kitto, S. & Masiello, I. (2017). Interprofessional education in a student-led emergency department: A realist evaluation. Journal of Interprofessional Care, 31(2), 199-206
Open this publication in new window or tab >>Interprofessional education in a student-led emergency department: A realist evaluation
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2017 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 31, no 2, p. 199-206Article in journal (Refereed) Published
Abstract [en]

This article reports a realist evaluation undertaken to identify factors that facilitated or hindered the successful implementation of interprofessional clinical training for undergraduate students in an emergency department. A realist evaluation provides a framework for understanding how the context and underlying mechanisms affect the outcome patterns of an intervention. The researchers gathered both qualitative and quantitative data from internal documents, semi-structured interviews, observations, and questionnaires to study what worked, for whom, and under what circumstances in this specific interprofessional setting. The study participants were medical, nursing, and physiotherapy students, their supervisors, and two members of the emergency department's management staff. The data analysis indicated that the emergency ward provided an excellent environment for interprofessional education (IPE), as attested by the students, supervisors, and the clinical managers. An essential prerequisite is that the students have obtained adequate skills to work independently. Exemplary conditions for IPE to work well in an emergency department demand the continuity of effective and encouraging supervision throughout the training period and supervisors who are knowledgeable about developing a team.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Interprofessional education, realist evaluation, student-led emergency department, teamwork
National Category
Other Health Sciences Learning
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81274 (URN)10.1080/13561820.2016.1250726 (DOI)000395098400013 ()28129004 (PubMedID)
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-03-22Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0002-3738-7945

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