Understanding and teaching continuity of care

T. J. Ruane, H. Brody

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Although continuity of care occupies a central position in the definition of primary care and is invoked as having evident importance in practice, research on the value of continuity has produced confusing and conflicting results. These results may be due to a lack of clarity in the definition of continuity of care. In this paper, the authors suggest that continuity includes three elements - cognitive, management, and relationship. Exploration of each of the elements expands the understanding of continuity in medical practice. Continuity of care can be evaluated in both undergraduate and residency programs by the application of criteria offered in this paper.

Original languageEnglish (US)
Pages (from-to)969-974
Number of pages6
JournalJournal of Medical Education
Volume62
Issue number12
StatePublished - 1987
Externally publishedYes

Fingerprint

Continuity of Patient Care
Teaching
continuity
Internship and Residency
Primary Health Care
medical practice
research practice
Research
lack
management
Values

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

Ruane, T. J., & Brody, H. (1987). Understanding and teaching continuity of care. Journal of Medical Education, 62(12), 969-974.

Understanding and teaching continuity of care. / Ruane, T. J.; Brody, H.

In: Journal of Medical Education, Vol. 62, No. 12, 1987, p. 969-974.

Research output: Contribution to journalArticle

Ruane, TJ & Brody, H 1987, 'Understanding and teaching continuity of care', Journal of Medical Education, vol. 62, no. 12, pp. 969-974.
Ruane, T. J. ; Brody, H. / Understanding and teaching continuity of care. In: Journal of Medical Education. 1987 ; Vol. 62, No. 12. pp. 969-974.
@article{0fe816b51d4c4d24bdd896d97392a80b,
title = "Understanding and teaching continuity of care",
abstract = "Although continuity of care occupies a central position in the definition of primary care and is invoked as having evident importance in practice, research on the value of continuity has produced confusing and conflicting results. These results may be due to a lack of clarity in the definition of continuity of care. In this paper, the authors suggest that continuity includes three elements - cognitive, management, and relationship. Exploration of each of the elements expands the understanding of continuity in medical practice. Continuity of care can be evaluated in both undergraduate and residency programs by the application of criteria offered in this paper.",
author = "Ruane, {T. J.} and H. Brody",
year = "1987",
language = "English (US)",
volume = "62",
pages = "969--974",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "12",

}

TY - JOUR

T1 - Understanding and teaching continuity of care

AU - Ruane, T. J.

AU - Brody, H.

PY - 1987

Y1 - 1987

N2 - Although continuity of care occupies a central position in the definition of primary care and is invoked as having evident importance in practice, research on the value of continuity has produced confusing and conflicting results. These results may be due to a lack of clarity in the definition of continuity of care. In this paper, the authors suggest that continuity includes three elements - cognitive, management, and relationship. Exploration of each of the elements expands the understanding of continuity in medical practice. Continuity of care can be evaluated in both undergraduate and residency programs by the application of criteria offered in this paper.

AB - Although continuity of care occupies a central position in the definition of primary care and is invoked as having evident importance in practice, research on the value of continuity has produced confusing and conflicting results. These results may be due to a lack of clarity in the definition of continuity of care. In this paper, the authors suggest that continuity includes three elements - cognitive, management, and relationship. Exploration of each of the elements expands the understanding of continuity in medical practice. Continuity of care can be evaluated in both undergraduate and residency programs by the application of criteria offered in this paper.

UR - http://www.scopus.com/inward/record.url?scp=0023604910&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0023604910&partnerID=8YFLogxK

M3 - Article

VL - 62

SP - 969

EP - 974

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 12

ER -