Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care

Abstract

Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare knowledge, skills and attitudes. To inform implementation of such strategies, the authors assessed experiences and opinions on lessons learnt of those involved in such programmes. This research is supported by the Department for International Development’s Evidence Building and Synthesis Research Programme which is led by Liverpool School of Tropical Medicine