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Review
. 2004 Jan;90(1):113-6.
doi: 10.1136/heart.90.1.113.

Participatory learning: a Swedish perspective

Anna Kiessling  1
Affiliations
Review

Participatory learning: a Swedish perspective

Anna Kiessling. Heart. 2004 Jan.
No abstract available

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Figures

Figure 1
Figure 1
Cause–effect diagram illustrating the clinical decision making process integrating scientific evidence (what) with the concrete and abstract components of clinical practice.
Figure 2
Figure 2
Knowledge building and behavioural change by participation in research, organisational development processes, and interactive education.
See this image and copyright information in PMC

References

    1. EUROASPIRE I and II Group. Clinical reality of coronary prevention guidelines: a comparison of EUROASPIRE I and II in nine countries. EUROASPIRE I and II Group. European Action on Secondary Prevention by Intervention to Reduce Events. Lancet 2001;357:995–1001. - PubMed
    1. Cabana MD, Rand CS, Powe NR, et al. Why don’t physicians follow clinical practice guidelines? A framework for improvement. JAMA 1999;282:1458–65. - PubMed
    1. Fuat A, Hungin AP, Murphy JJ. Barriers to accurate diagnosis and effective management of heart failure in primary care: qualitative study. BMJ 2003;326:196. ▸ A qualitative study which identifies barriers to be overcome between primary and secondary care, in order to shape the practice and decision making processes in primary care. - PMC - PubMed
    1. Wood D. Guidelines and global risk: a European perspective. Eur Heart J 2002;4 (suppl F):F12–18.
    1. Kiessling A, Henriksson P. Efficacy of case method learning in general practice for secondary prevention in patients with coronary artery disease: randomised controlled study. BMJ 2002;325:877–80. ▸ Significant effects at patient level are shown in this educational randomised controlled trial. The pedagogical method includes participation, interaction, recurrence, and a locally well known facilitator. - PMC - PubMed