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In: Journal of Physician Assistant Education, Vol. 28, No. 3, 01.09.2017, p. 158-163.
Research output: Contribution to journal › Comment/debate › peer-review
TY - JOUR
T1 - Individualized patient-centered care
T2 - A physician assistant curriculum in information mastery, clinical reasoning, and shared decision making
AU - Richard, David C.
AU - Felix, Todd M.
AU - Zimmermann, Jay A.
AU - Adams, Nancy E.
AU - Knehans, Amy C.
AU - Faber, F. Samuel
N1 - Funding Information: Our curricular design uses faculty with advanced training in clinical reasoning and communication skills, EBM, and library sciences including evidence-based searching. The curricular design was informed by 3 internal educational grants and one National Institute of Diabetes and Digestive and Kidney Diseases grant (#R34 DK081060-01A: NIDDK, NIH), which focuses on training students and faculty in the core concepts of patient-centered communication skills and motivational interviewing, as well as EBM and information mastery through collaboration with colleagues from other institutions.14
PY - 2017/9/1
Y1 - 2017/9/1
UR - http://www.scopus.com/inward/record.url?scp=85028722314&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85028722314&partnerID=8YFLogxK
U2 - 10.1097/JPA.0000000000000139
DO - 10.1097/JPA.0000000000000139
M3 - Comment/debate
C2 - 28762992
AN - SCOPUS:85028722314
SN - 1941-9430
VL - 28
SP - 158
EP - 163
JO - Journal of Physician Assistant Education
JF - Journal of Physician Assistant Education
IS - 3