Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry

Yardley, Sarah; Hookey, Claire; Lefroy, Janet

Abstract

Knowledge and skills to contribute to high-quality patient-centred end-of-life care are essential for newly qualified doctors. End-of-life care is a multifaceted complex task but learning opportunities are often fragmented in undergraduate curricula. Wholetask models provide a framework for delivery of learning activities which equips students to function in variable complex contexts.

Citation

Yardley, S., Hookey, C., & Lefroy, J. (2013). Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry. Education for Primary Care, 24(6), 436-443. https://doi.org/10.1080/14739879.2013.11494214

• Journal Article Type: Article
• Online Publication Date: Oct 7, 2015
• Publication Date: 2013-01
• Deposit Date: Oct 17, 2023
• Journal: Education for Primary Care
• Print ISSN: 1473-9879
• Electronic ISSN: 1475-990X
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 24
• Issue: 6
• Pages: 436-443
• DOI: https://doi.org/10.1080/14739879.2013.11494214
• Keywords: Family Practice