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Learning to walk before we run: what can medical education learn from the human body about integrated care?

Authors:

Eron G. Manusov ,

US
About Eron

MD, Duke Southern Regional Area Health Education (SRAHEC) Family Medicine Residency. Fayetteville, NC. USA

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Daniel P. Marlowe,

US
About Daniel

PhD, Duke Southern Regional Area Health Education (SRAHEC) Family Medicine Residency. Fayetteville, NC. USA

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Deborah J. Teasley

US
About Deborah

PhD, Duke Southern Regional Area Health Education (SRAHEC) Family Medicine Residency. Fayetteville, NC. USA

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Abstract

True integration requires a shift in all levels of medical and allied health education; one that emphasizes team learning, practicing, and evaluating from the beginning of each students' educational experience whether that is as physician, nurse, psychologist, or any other health profession.  Integration of healthcare services will not occur until medical education focuses, like the human body, on each system working inter-dependently and cohesively to maintain balance through continual change and adaptation.  The human body develops and maintains homeostasis by a process of communication: true integrated care relies on learned interprofessionality and ensures shared responsibility and practice.

How to Cite: Manusov EG, Marlowe DP, Teasley DJ. Learning to walk before we run: what can medical education learn from the human body about integrated care?. International Journal of Integrated Care. 2013;13(2):None. DOI: http://doi.org/10.5334/ijic.1128
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Published on 23 May 2013.
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