03182nam 2200565 450 991046362870332120200520144314.01-4214-0141-X(CKB)3240000000065011(SSID)ssj0000606182(PQKBManifestationID)11433947(PQKBTitleCode)TC0000606182(PQKBWorkID)10579803(PQKB)11158891(MiAaPQ)EBC3318828(OCoLC)794700341(MdBmJHUP)muse1498(Au-PeEL)EBL3318828(CaPaEBR)ebr10882725(EXLCZ)99324000000006501120140625h20112011 uy 0engurcnu||||||||txtccrAging together dementia, friendship, and flourishing communities /Susan H. McFadden and John T. McFaddenBaltimore, Maryland :Johns Hopkins University Press,2011.©20111 online resource (254 pages)Bibliographic Level Mode of Issuance: Monograph1-4214-1375-2 0-8018-9986-9 Includes bibliographical references and index."Never in human history have there been so many people entering old age -- roughly one-third of whom will experience some form of neurodegeneration as they age. This seismic demographic shift will force us all to rethink how we live and deal with our aging population.Susan H. McFadden and John T. McFadden propose a radical reconstruction of our societal understanding of old age. Rather than categorize elders based on their respective cognitive consciousness, the McFaddens contend that the only humanistic, supportive, and realistic approach is to find new ways to honor and recognize the dignity, worth, and personhood of those journeying into dementia. Doing so, they argue, counters the common view of dementia as a personal tragedy shared only by close family members and replaces it with the understanding that we are all living with dementia as the baby boomers age, early screening becomes more common, and a cure remains elusive. The McFaddens' inclusive vision calls for social institutions, especially faith communities, to search out and build supportive, ongoing friendships that offer hospitality to all persons, regardless of cognitive status. Drawing on medicine, social science, philosophy, and religion to provide a broad perspective on aging, Aging Together offers a vision of relationships filled with love, joy, and hope in the face of a condition that all too often elicits anxiety, hopelessness, and despair"--Provided by publisher.DementiaPatientsFamily relationshipsDementiaSocial aspectsElectronic books.DementiaPatientsFamily relationships.DementiaSocial aspects.362.196/83McFadden Susan H.899406McFadden John T.MiAaPQMiAaPQMiAaPQBOOK9910463628703321Aging together2145366UNINA06432nam 22006615 450 991035785640332120250610110032.09789811331282981133128610.1007/978-981-13-3128-2(CKB)4100000009837016(MiAaPQ)EBC5973800(DE-He213)978-981-13-3128-2(MiAaPQ)EBC5973762(MiAaPQ)EBC29077957(EXLCZ)99410000000983701620191105d2019 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierAdvancing Surgical Education Theory, Evidence and Practice /edited by Debra Nestel, Kirsten Dalrymple, John T. Paige, Rajesh Aggarwal1st ed. 2019.Singapore :Springer Nature Singapore :Imprint: Springer,2019.1 online resource (XIV, 490 pages)Innovation and Change in Professional Education,2542-9957 ;179789811331275 9811331278 Part 1 Overview: Foudnations of surgical education -- 1 Celebrating surgical education -- 2 Surgical education: A historical perspective -- 3 The contemporary context of surgical education -- 4 Surgical education leadership and the role of the academy -- 5 The governance of surgical education: The role of the Colleges -- Part 2 Overview: Theories informing surgical education -- 6 Cognitive neuroscience and design of surgical education -- 7 Expertise theories and the design of surgical education -- 8 Helping learners through transitions: Threshold concepts, troublesome knowledge and threshold capability framework in surgery -- 9 Communities of practice and surgical training -- 10 Activity theory and the surgical workplace -- 11 The role of power in surgical education: A Foucauldian perspective -- 12 Constructing surgical identities: Being and becoming a surgeon -- 13 Constructing surgical identities: Becoming a surgeon educator -- Part 3 Overview: The practice of surgical education -- 14 Designing surgical education programs -- 15 Selection into surgical education and training -- 16 Models of teaching and learning in the operating theatre -- 17 Supporting the development of psychomotor skills -- 18 Patients and surgical education: Rethinking learning, practice and patient-engagement -- 19 The role of verbal feedback in surgical education -- 20 The role of assessment in surgical education -- 21 Entrustable professional activities in surgical education -- 22 Revalidation of surgeons in practice -- 23 Demystifying program evalution for surgical education -- 24 Simulation in surgical education -- 25 Developing surgical teams: Theory -- 26 Developing surgical teams: Application -- 27 Supporting the development of professionalism in surgeons in practice: A virtues-based approach to exploring a surgeon's moral agency -- 28 Managing underperformance in trainees -- 29 Patient safety and surgical education -- Part 4 Research in surgical education -- 30 Researching in surgical education: An orientation -- 31 Researching in surgical education: A surgeon perspective -- 32 From dense fog to gentle mist: Getting started in surgical education research -- 33 Reviewing literature for and as research -- 34 Measuring the impact of educational interventions: A quantitative approach -- 35 Understanding learning: A qualitative approach -- 36 Ethical issues in surgical education research -- 37 Remaining "grounded" in a laparoscopic community of practice: The qualitative paradigm -- 38 The nature of nurture in surgery: A drama in four acts (so far) -- 39 Approaching surgery simulation education from a patient-centric pathway -- Part 5 Future directions in surgical education -- 40 Surgical education in the future -- 41 Finally, the future of surgical educators. .This book is designed for anyone involved in surgical education. While it is intended as a core reference for surgeons who want to develop their surgical education knowledge and practice, it also a valuable resource for anyone undertaking a higher degree in health professions education. Divided into five parts, it starts with chapters on foundational knowledge, exploring the past before documenting the current state of surgical education and highlighting various educational leadership and governance topics. The second part examines a range of theories that inform surgical education – cognitive, behavioural and social, while the third part offers practical guidance on elements of surgical education – curriculum design, selection, feedback, assessment, evaluation, simulation and managing trainee underperformance. It also includes chapters on supporting the development of psychomotor skills, operative skills in theatre, professionalism, teamwork and patient safety. The next part shifts the focus to research in surgical education, introducing readers to all phases of conducting education research based on qualitative, quantitative and mixed methods paradigms. The final part looks to the future of surgical education and of surgical educators. Assembling these topics in one volume makes this book invaluable to anyone involved in surgical education. .Innovation and Change in Professional Education,2542-9957 ;17Medical educationPremedical educationProfessional educationVocational educationMedical EducationPremedical EducationProfessional and Vocational EducationMedical education.Premedical education.Professional education.Vocational education.Medical Education.Premedical Education.Professional and Vocational Education.610.711Nestel Debraedthttp://id.loc.gov/vocabulary/relators/edtDalrymple Kirstenedthttp://id.loc.gov/vocabulary/relators/edtPaige John Tedthttp://id.loc.gov/vocabulary/relators/edtAggarwal Rajeshedthttp://id.loc.gov/vocabulary/relators/edtMiAaPQMiAaPQMiAaPQBOOK9910357856403321Advancing Surgical Education2527441UNINA