Clinical Education for the Health Professions: Theory and Practice
Editat de Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Goughen Limba Engleză Mixed media product – 26 iun 2021
This
book
compiles
the
state
of
the
art
and
science
of
health
professions
education
into
one
truly
international
resource
with
expertise
in
many
and
varied
topics.
It
aligns
profession
specific
contributions
with
inter-professional
offerings,
and
prompts
readers
to
think
deeply
about
their
educational
practices.
The book explores the contemporary context of health professions education, philosophical and theoretical underpinnings, whole of curriculum considerations, supporting learning in clinical settings. In specific topics, it approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education and some forecasting of trends and practices.
This book offers an invaluable resource for students, educators, academics and others interested in health professions education.
The book explores the contemporary context of health professions education, philosophical and theoretical underpinnings, whole of curriculum considerations, supporting learning in clinical settings. In specific topics, it approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education and some forecasting of trends and practices.
This book offers an invaluable resource for students, educators, academics and others interested in health professions education.
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Specificații
ISBN-13: 9789811533457
ISBN-10: 9811533458
Dimensiuni: 155 x 235 mm
Ediția:1st ed. 2021
Editura: Springer
Colecția Springer
Locul publicării:Singapore, Singapore
ISBN-10: 9811533458
Dimensiuni: 155 x 235 mm
Ediția:1st ed. 2021
Editura: Springer
Colecția Springer
Locul publicării:Singapore, Singapore
Cuprins
Part
1:
The
contemporary
context
of
health
professions
education.-
1
Contemporary
context
of
health
professions
education.-
2
Contemporary
context
of
medical
education:
Undergraduate/graduate
entry.-
3
Contemporary
context
of
medical
education:
Prevocational
training.-
4
Contemporary
context
of
medical
education:
Specialty
training.-
5
Contemporary
context
of
surgical
education.-
6
Contemporary
context
of
general
practice/family
medicine
education.-
7
Contemporary
context
of
internal
medicine
education.-
8
Contemporary
context
of
anaesthesia
education.-
9
Contemporary
context
of
nursing
education.-
11
Contemporary
context
of
midwifery.-
12
Contemporary
context
of
allied
health
education.-
13
Contemporary
context
of
paramedicine
education.-
14
Contemporary
context
of
dental
education.-
15
Contemporary
context
of
interprofessional
practice
education.-
16
Historical
perspectives
on
medical
education.-
17
Historical
perspectives
on
dental
education.-
18
Historical
perspectives
on
surgical
education.-
19
Historical
perspectives
on
nursing
and
midwifery
education.-
20
Historical
perspectives
on
allied
health
education.-
21
Historical
perspective
on
interprofessional
education.-
Part
2:
Philosophical
and
theoretical
underpinning
of
health
professional
education.-
22
Philosophical
positions
in
contemporary
educational
practice.-
23
Perspectives
on
learning:
Overview
of
theories.-
24
Focus
on
theory:
Cognitive
neuroscience.-
25
Focus
on
theory:
Expertise
theories.-
26
Focus
on
theory:
Mastery
learning.-
27
Focus
on
theory:
Threshold
concepts.-
28
Focus
on
theory:
Social
semiotics.-
29
Focus
on
theory:
Workplace-based
learning
theories.-
30
Focus
on
theory:
Communities
of
practice.-
31
Focus
on
theory:
Socio-material
and
complexity
theories.-
32
Focus
on
theory:
Activity
theory.-
33
Focus
on
theory:
Discovery
learning.-
34
Focus
on
theory:
Experiential
learning.-
35
Focus
on
theory:
Reflective
practice.-
36
Focus
on
theory:
Transformative
learning.-
37
Focus
on
theory:
Self-regulatory
learning.-
38
Focus
on
theory:
Foucault.-
30
Focus
on
theory:
Bourdieu.-
40
Focus
on
theory:
Baudrillard.-
41
Focus
on
theory:
Professional
identity
theories.-
42
Making
use
of
theory
in
health
professions
education:
Scenario
1.-
43
Making
use
of
theory
in
health
professions
education:
Scenario
2.-
44
Making
use
of
theory
in
health
professions
education:
Scenario
3.-
45
Making
use
of
theory
in
health
professions
education:
Scenario
4.-
Part
3
Curriculum
considerations
in
health
professions
education.-
46
Approaches
to
curriculum
design
in
health
professions
education.-
47
Health
professional
curricula
and
public
engagement.-
48
The
role
of
patients
in
health
professions
education.-
49
The
emergence
of
competency-based
health
professions
education.-
50
Interprofessional
education:
Why,
when
and
how.-
51
Ethical
issues
in
educational
practice.-
52
Simulation
in
clinical
re-placement.-
53
Managing
the
explosion
of
clinical
knowledge
for
health
professions.-
54
Approaches
to
developing
clinical
skills.-
55
Developing
professional
identity
in
health
professional
students.-
56
Hidden,
informal
and
formal
curricula
in
health
professions
education.-
57
Conversations
to
support
learning
in
health
professions
education.-
58
The
arts
and
humanities
in
health
professions
education.-
59
Creating
safety
in
simulation-based
education.-
60
Debriefing
practices
in
simulation-based
education.-
61
Written
feedback
in
health
professions
education.-
62
Formal
and
informal
supervision
in
health
professions
education.-
63
Ad
hoc
supervision
in
general
practice.-
64
Identifying
and
managing
underperforming
students/trainees.-
65
Managing
diversity
in
health
professions
education.-
66
Expanding
scope
of
practice
in
health
professions
education.-
Part
4
Supporting
learning
in
clinical
settings.-
67
Learning
and
teaching
at
the
bedside:
Expert
commentary
from
an
interprofessional
perspective.-
68
Learning
and
teaching
at
the
bedside:
Expert
commentary
from
a
medical
perspective.-
69
Learning
and
teaching
at
the
bedside:
Expert
commentary
from
a
nursing
perspective.-
70
Learning
and
teaching
at
the
bedside:
Expert
commentary
from
a
midwifery
perspective.-
71
Learning
and
teaching
at
the
chair
side:
Expert
commentary
from
a
dental
perspective.-
72
Learning
and
teaching
in
the
operating
theatre:
Expert
commentary
from
a
surgical
perspective.-
73
Learning
and
teaching
in
the
operating
theatre:
Expert
commentary
from
an
anaesthetic
perspective.-
74
Learning
and
teaching
in
the
operating
theatre:
Expert
commentary
from
nursing
perspective.-
75
Learning
and
teaching
in
the
outpatient
department:
Expert
commentary
from
medical
perspective.-
76
Learning
and
teaching
in
the
outpatient
department:
Expert
commentary
from
a
paediatric
perspective.-
77
Learning
and
teaching
in
critical
care
settings.-
78
Learning
and
teaching
in
rural
settings.-
79
Learning
and
teaching
in
community
settings.-
80
Learning
and
teaching
in
the
emergency
department.-
Part
5:
Assessment
in
health
professions
education.-
81
Approaches
to
assessment:
A
perspective
from
education.-
82
Measuring
knowledge:
Current
practices
in
health
professions
education.-
83
Measuring
attitudes:
Current
practices
in
health
professions
education.-
84
Measuring
performance:
Current
practices
in
health
professions
education.-
85
Making
meaning
of
psychometrics.-
86
Programmatic
assessment.-
87
Focus
on
assessment
methods:
The
Objective
Structured
Clinical
Examination.-
88
Focus
on
assessment
methods:
Written
examinations
in
health
professions
education.-
89
Focus
on
assessment
methods:
Entrustable
professional
activities.-
90
Focus
on
assessment
methods:
Work-place
based
assessment.-
91
Peer
assessment
in
health
professions
education.-
92
Principles
and
practices
of
high
stakes
assessments
in
health
professions
education.-
93
Certification
and
revalidation
for
health
professions
practice.-
94
Focus
on
selection
methods:
Evidence
and
practices.-
Part
6
Evidence-based
health
professions
education:
Focus
on
educational
methods.-
95
Group
learning
in
health
professions
education.-
96
Problem-based
learning.-
97
Peer
assisted
learning.-
98
Portfolios
in
health
professions
education.-
99
Simulation
for
procedural
skills.-
100
Simulation
for
clinical
skills.-
101
Screen-based
learning.-
102
Coaching
in
health
professions
education:
The
case
of
surgery.-
Part
7
Evidence-based
health
professions
education:
Focus
on
content.-
103
Developing
health
professional
teams.-
104
Supporting
the
development
of
professionalism.-
105
Developing
patient
safety.-
106
Supporting
the
development
of
professionalism
in
health
professional
students
and
trainees.-
107
Supporting
the
development
of
patient-centred
communication
skills.-
108
Supporting
the
development
and
maintenance
of
empathy
in
health
professional
students.-
109
Supporting
the
development
of
clinical
reasoning.-
110
Teaching
and
learning
biomedical
sciences.-
Part
8
Governance,
quality
improvement,
scholarship
and
leadership
in
health
professions
education.-
111
Theories
of
programme
evaluation.-
112
Programmatic
evaluation
in
health
professions
curricula.-
113
Governance
in
health
professions
education:
Entry
level.-
114
Governance
in
health
professions
education:
Specialty
level.-
115
The
role
of
the
academy/professional
association
in
health
professions.-
116
Developing
scholarship
in
health
professions
education.-
117
Developing
educational
leadership
in
health
professions
education.-
118
Constructing
health
professional
identities:
Becoming
an
educator.-
Part
9
Future
directions
for
health
professions
education.-
119
Global
perspective
on
health
professions
education:
Expert
commentary
from
medicine.-
120
Global
perspective
on
health
professions
education:
Expert
commentary
from
nursing.-
121
Health
professional
educators
in
the
future.-
122
Health
professions
education
in
the
future.
Notă biografică
Debra
Nestel is
Professor
of
Simulation
Education
in
Healthcare
at
Monash
University,
and
Professor
of
Surgical
Education,
Department
of
Surgery,
University
of
Melbourne,
Australia.
Her
research
interests
include
the
role
of
simulation
in
supporting
learning,
particularly
in
procedural
and
operative
skills.
She
has
extensive
experience
in
working
with
simulated
patients
to
support
the
development
of
communication
and
other
professional
skills.
She
has
extensive
experience
in
faculty
development
and
research
on
health
professions
education
and
surgical
education.
She
is
Editor-in-Chief,BMJ
STEL.
Gabriel Reedy is a Reader in Clinical Education, and Programme Director of the Masters in Clinical Education, at King's College London, UK. His research focuses on the use of simulation in health professions education; the ways in which health professionals learn to practice in clinical settings; the development of faculty in health professions; and the ways in which early responders learn, both individually and in the context of teams, to deal with large-scale emergency events. He is Editor-in-Chief,Advances in Simulation.
Lisa McKenna is Professor and Head of the School of Nursing and Midwifery at La Trobe University, Australia. She has extensive experience in teaching undergraduate and postgraduate health professionals, in particular nurses and midwives. Her current research is particularly focused around peer-assisted learning, simulation and nursing curricula. She is Editor-in-Chief,Collegian: The Australian Journal of Nursing Practice, Scholarship and Research.
Suzanne Gough is Associate Dean, Learning & Teaching, Faculty of Health Sciences & Medicine, and Associate Professor, Physiotherapy, Faculty of Health Sciences & Medicine, Bond University, Australia. Her research interests include curriculum integration of simulation-based education (SBE), cardio-respiratory physiotherapy education, patient safety, human factors and inter-professional SBE, video-reflexivity and video-ethnography.
Gabriel Reedy is a Reader in Clinical Education, and Programme Director of the Masters in Clinical Education, at King's College London, UK. His research focuses on the use of simulation in health professions education; the ways in which health professionals learn to practice in clinical settings; the development of faculty in health professions; and the ways in which early responders learn, both individually and in the context of teams, to deal with large-scale emergency events. He is Editor-in-Chief,Advances in Simulation.
Lisa McKenna is Professor and Head of the School of Nursing and Midwifery at La Trobe University, Australia. She has extensive experience in teaching undergraduate and postgraduate health professionals, in particular nurses and midwives. Her current research is particularly focused around peer-assisted learning, simulation and nursing curricula. She is Editor-in-Chief,Collegian: The Australian Journal of Nursing Practice, Scholarship and Research.
Suzanne Gough is Associate Dean, Learning & Teaching, Faculty of Health Sciences & Medicine, and Associate Professor, Physiotherapy, Faculty of Health Sciences & Medicine, Bond University, Australia. Her research interests include curriculum integration of simulation-based education (SBE), cardio-respiratory physiotherapy education, patient safety, human factors and inter-professional SBE, video-reflexivity and video-ethnography.
Caracteristici
Offers
an
invaluable
resource
for
students,
educators,
academics,
and
others
interested
in
professional
health
education
Aligns
profession
specific
contributions
with
inter-professional
offerings
Engages
readers
to
think
deeply
about
their
educational
practices
Textul de pe ultima copertă
This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices.
The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices.
This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.
The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices.
This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.