R GPs meeting at a real clinic. Another way is through creating a story case in which GPs often meet at their workplace to check how the GP deals with SCR7 web delaying antimicrobial prescriptions and negotiating.JMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.10 (page number not for citation purposes)The Outcome Layer of General Practitioners’ Rational Use of LLY-507 price antibiotics OverviewThe different abilities for rational use of antibiotics were adapted from Public Health England and a number of authors [36-38]. In Tables 1-4, we show how cognition, skill, and attitude can be identified across the spectrum of abilities from knowledge to action. Emotions or attitudes affect the abilities acquired, but do not have a corresponding relationship to specific cognitive and physical skills. We include every affective level in the tableshttp://mededu.jmir.org/2015/2/e10/XSL?FORenderXJMIR MEDICAL EDUCATIONZhu et al KC7, KC9, KC10, KS1, and KS2 are the GPs’ abilities when they select laboratory tests and interpret the results, and so on. Each ability item in Figure 4 can be compared with the GP’s current personal paradigm. GPs’ problematic frames of reference for using antibiotics were identified with comparisons. Problematic frames of reference could be caused by a lack of ability or the wrong habit and mind-set. Finding the problem areas will help establish specific learning objectives. Meanwhile, an evaluation tool was developed to assess these specific GP learning outcomes. Content for Figure 4 was developed using various sources [13,52,53].Action LevelThe action level involving the rational use of antibiotics is explained in Table 4. It is hard to evaluate GPs’ real actions, but MARE could be a platform for GPs collaborating, planning, and publishing their views or directing others. As an initiator for action, GPs’ internalized values can regulate the GPs’ pervasive and consistent behavior. First, we use the expected abilities in Tables 1-4 to analyze the GP’s personal paradigm with the rational therapeutic process (see Figure 4). For example, a GP needs items KC3 and KC10 for physical examination clinical symptoms and signs. ItemsFigure 4. The process of revising the personal paradigm for a rational therapeutic process. The figure content was developed using various sources [13,52,53].General Practitioners’ Personal Paradigms About Rational Use of AntibioticsThe GP’s personal paradigm is the means by which he or she sets his or her prescribing behavior for antibiotics. Figure 4 displays the process of revising the personal paradigm for ahttp://mededu.jmir.org/2015/2/e10/rational therapeutic process. The components of the GPs’ paradigms with rational use of antibiotics have been described as different abilities in Tables 1-4. The problem of a GP’s paradigm in the real clinical setting could be checked within Figure 4 and Tables 1-4. GPs require different abilities in each phase of the therapeutic process to build their own paradigmJMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.11 (page number not for citation purposes)XSL?FORenderXJMIR MEDICAL EDUCATION with rational treatment as the ultimate aim. Although the P-diagnosis initiates the therapeutic process, each phase in the paradigm could be adapted independently or considered as a whole during the learning process. When a phase is isolated in the independent paradigm for training models, the other relative phases in the paradigms are assumed to be perfect. In comparison to the expected abi.R GPs meeting at a real clinic. Another way is through creating a story case in which GPs often meet at their workplace to check how the GP deals with delaying antimicrobial prescriptions and negotiating.JMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.10 (page number not for citation purposes)The Outcome Layer of General Practitioners’ Rational Use of Antibiotics OverviewThe different abilities for rational use of antibiotics were adapted from Public Health England and a number of authors [36-38]. In Tables 1-4, we show how cognition, skill, and attitude can be identified across the spectrum of abilities from knowledge to action. Emotions or attitudes affect the abilities acquired, but do not have a corresponding relationship to specific cognitive and physical skills. We include every affective level in the tableshttp://mededu.jmir.org/2015/2/e10/XSL?FORenderXJMIR MEDICAL EDUCATIONZhu et al KC7, KC9, KC10, KS1, and KS2 are the GPs’ abilities when they select laboratory tests and interpret the results, and so on. Each ability item in Figure 4 can be compared with the GP’s current personal paradigm. GPs’ problematic frames of reference for using antibiotics were identified with comparisons. Problematic frames of reference could be caused by a lack of ability or the wrong habit and mind-set. Finding the problem areas will help establish specific learning objectives. Meanwhile, an evaluation tool was developed to assess these specific GP learning outcomes. Content for Figure 4 was developed using various sources [13,52,53].Action LevelThe action level involving the rational use of antibiotics is explained in Table 4. It is hard to evaluate GPs’ real actions, but MARE could be a platform for GPs collaborating, planning, and publishing their views or directing others. As an initiator for action, GPs’ internalized values can regulate the GPs’ pervasive and consistent behavior. First, we use the expected abilities in Tables 1-4 to analyze the GP’s personal paradigm with the rational therapeutic process (see Figure 4). For example, a GP needs items KC3 and KC10 for physical examination clinical symptoms and signs. ItemsFigure 4. The process of revising the personal paradigm for a rational therapeutic process. The figure content was developed using various sources [13,52,53].General Practitioners’ Personal Paradigms About Rational Use of AntibioticsThe GP’s personal paradigm is the means by which he or she sets his or her prescribing behavior for antibiotics. Figure 4 displays the process of revising the personal paradigm for ahttp://mededu.jmir.org/2015/2/e10/rational therapeutic process. The components of the GPs’ paradigms with rational use of antibiotics have been described as different abilities in Tables 1-4. The problem of a GP’s paradigm in the real clinical setting could be checked within Figure 4 and Tables 1-4. GPs require different abilities in each phase of the therapeutic process to build their own paradigmJMIR Medical Education 2015 | vol. 1 | iss. 2 | e10 | p.11 (page number not for citation purposes)XSL?FORenderXJMIR MEDICAL EDUCATION with rational treatment as the ultimate aim. Although the P-diagnosis initiates the therapeutic process, each phase in the paradigm could be adapted independently or considered as a whole during the learning process. When a phase is isolated in the independent paradigm for training models, the other relative phases in the paradigms are assumed to be perfect. In comparison to the expected abi.
