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あ ぁ か が さ ざ た だ な は ば ぱ ま や ゃ ら わ ゎ ん い ぃ き ぎ し じ ち ぢ に ひ び ぴ み り う ぅ く ぐ す ず つ づ っ ぬ ふ ぶ ぷ む ゆ ゅ る え ぇ け げ せ ぜ て で ね へ べ ぺ め れ お ぉ こ ご そ ぞ と ど の ほ ぼ ぽ も よ ょ ろ を
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예시)
  • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
  • 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
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á à Á À é è É È ç Ç ê
Ä Ö Ü ä ö ü ß
ְ ֳ ֲ ֱ ָ ַ ֵ ֶ ִ ֹ ּ ֻ ׂ ׁ ּ פ ם ן ו ט א ר ק ף ך ל ח י ע כ ג ד ש ץ ת צ מ נ ה ב
‘ ’ “ ” 〔 〕 〈 〉 「 」 『 』 【 】 ＂ （ ） ［ ］ ｛ ｝
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§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
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      • KCI등재

        Interprofessional health education teacher training at the University of Chile

        Sandra Oyarzo Torres 한국보건의료인국가시험원 2021 보건의료교육평가 Vol.18 No.-

        The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies totrain facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal developmentworkshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessionalhealth education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

      • KCI등재

        Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile

        Sandra Oyarzo Torres,Mónica Espinoza Barrios 한국보건의료인국가시험원 2022 보건의료교육평가 Vol.19 No.-

        This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate studentsbased on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs ofthe community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despitethe challenges, including internet connectivity problems and the limited time available to do the work. The educational programs andvideos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

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