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Clinical education for the health professions : theory and practice / / edited by Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough
| Clinical education for the health professions : theory and practice / / edited by Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough |
| Autore | Nestel Debra |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (1757 pages) |
| Disciplina | 616.071 |
| Altri autori (Persone) |
ReedyGabriel
McKennaLisa GoughSuzanne |
| Collana | Education Series |
| Soggetto topico |
Medical education
Professional education Vocational education Nursing Premedical education Education Educació mèdica Medicina clínica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811533440
981153344X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgments -- Contents -- About the Editors -- Contributors -- Introduction -- The Development Process -- The Editorial Team -- Contributors to the MRW -- About the Major Reference Work -- Part I: The Contemporary Context of Health Professions Education -- 1 Medical Education: Trends and Context -- Introduction -- Growth and Changing Roles -- Number and Distribution of Medical Schools -- Regulation and Accreditation -- The Changing Role of Medical Schools -- Historical Overview -- Trends Arising from North American Medical Education -- Trends in Asia -- Educational Theories and Trends in Curriculum Design -- Teaching and Learning Trends -- Socially Accountable Medical Schools -- Changing Demographics of Students and Faculty -- Future Curriculum Design Priorities and Challenges -- Student Well-Being -- Climate Change -- Integration -- Clinical Simulation -- Interprofessional Education -- Hidden Curriculum -- Conclusions -- References -- 2 Surgical Education: Context and Trends -- Where We Have Come From?: A Historical Perspective on Surgical Training in Australia and New Zealand -- The Rise of Competency-Based Surgical Training: Moving from Time-Based Training to Competency-Based Training -- Curriculum Design in Surgical Education -- Educational Theory Reflected in Surgical Training Today -- A New Surgical Training Reality: The Use of Virtual Environments and Simulation -- The Central Role of Assessment in Surgical Education Today -- Rethinking Assessment in Surgical Education and Training: Moving Assessment into the Workplace -- Moving Beyond Competency to Educating, Training, and Assessing for Performance -- Conclusion -- Cross-References -- References -- 3 General Practice Education: Context and Trends -- Introduction -- The Context of General Practice Training -- Trends -- The Need for General Practitioners.
Changes in General Practices -- Educational Trends -- General Practice Specialty Training -- Educational Philosophies -- The Structure of General Practice Training -- Hospital then Community Training -- General Practice as the Locus of Learning -- General Practice Training in the Future -- A Vision of Their Future -- Early Assessment -- Learning Based in the Practice -- Clinical Supervision -- Graded Introduction to Consulting -- Educational Resources -- In-practice Teaching -- Workshops -- Programmatic Assessment -- Summative Assessment -- Organization -- Length of Training -- Conclusion -- Cross-References -- References -- 4 Anesthesia Education: Trends and Context -- Introduction: Challenges of Anesthesia Education -- Traditional Approaches to Anesthesia Education -- Selection and Early Vocational Training -- Assessment During Specialty Training -- Workplace-Based Assessment -- Feedback and Planning Sessions -- Examinations -- Mandatory Courses -- Educator Training Programs -- Communication Training -- Anesthesia Education in Low Resource Countries -- In Situ Simulation -- Quality Improvement and Anesthesia Education -- Maintenance of Clinical Skills -- Return to Work Programs -- Emerging Technologies -- The Future of Anesthetic Education -- Practical Skill Acquisition -- Academic Anesthesia -- Increased Focus on Wellbeing -- Social Media -- Conclusion -- Cross-References -- References -- 5 Clinical Education in Nursing: Current Practices and Trends -- Introduction -- Background of Clinical Teaching -- Outcomes of Clinical Education in Nursing -- Application of Knowledge and Development of Clinical Judgment -- Skill Development -- Professional Identity Formation -- Cultural Competence -- Competencies for Quality and Safety in Health Care -- Models of Clinical Education -- Traditional Model -- Partnership or Collaborative Models. Preceptorship or Mentoring Model -- Emerging Clinical Education Models: Collaborative Cluster Model -- Technology in Clinical Education -- Clinical Teaching Methods -- Patient Care Assignment -- Case-Based Learning -- Discussions and Clinical Conferences -- Written Assignments -- Assessment of Clinical Learning and Performance -- Conclusion -- Cross-References -- References -- 6 Nursing Education in Low and Lower-Middle Income Countries: Context and Trends -- Introduction -- International Mobility -- International Collaboration -- Distance Learning and Access to Technology -- National Competency Assessment and Competency Reciprocation Between Countries -- Cultural Diversity of Students and Faculty Within the Learning Environment -- Conclusion -- Cross-References -- References -- 7 Obstetric and Midwifery Education: Context and Trends -- Introduction -- Course Structure -- Challenges Specific to Obstetric and Midwifery Education -- Gender Imbalances and Biases -- Haptic Nature of Learning Skills -- Hands-On Learning Affordances -- Preparation for Unpredictable Emergencies -- Complexity of Clinical Interpretation and Decision-Making Skills -- Professional Relationships Between Medical and Midwifery Teams -- New Initiatives to Support Medical and Midwifery Student Learning -- Learning by Simulation: How Can Simulation Help? -- Simulation in the Context of Obstetrics and Midwifery Education -- Interprofessional Education for Medical and Midwifery Staff -- Readiness for Work: Public or the Private Sector? -- Conclusion -- References -- 8 Allied Health Education: Current and Future Trends -- Introduction -- Allied Health Education -- Definition of Allied Health -- Context of Allied Health Practice and Education -- Trends in Allied Health Education -- Professional Practice -- International Classification of Functioning, Disability and Health (ICF). Interprofessional Education -- Cultural Competency and Safety -- Simulation -- Consumer and Patient Involvement in Allied Health Education -- Future Trends in Allied Health Education -- E-Health -- Telepractice -- Digital Capabilities -- Business, Marketing, and Entrepreneurship Skills -- Microcredentials -- The Multiskilled Allied Health Professional -- Conclusion -- Cross-References -- References -- 9 Dental Education: Context and Trends -- Introduction -- The Societal and Regulatory Contexts -- The Patient Context -- The Learner Context -- Trends in Delivery of Dental Education Toward a More Holistic Approach for Both Patients and Learners -- Conclusion -- Cross-References -- References -- 10 Interprofessional Education (IPE): Trends and Context -- Introduction -- Background: Context -- Effective Interprofessional Education: Guiding Principles -- Competencies and Frameworks -- Challenges in IPE -- Challenges in Evaluation -- Challenges in Delivery of IPE/Pedagogy -- Theories to Underpin IPE -- Facilitator Skills -- IPE Settings -- Future Trends -- Conclusion -- Cross-References -- References -- 11 Global Surgery and Its Trends and Context: The Case of Timor-Leste -- Introduction -- Global Surgery and Timor-Leste -- Global Surgery -- Surgical Workforce in LMICs: Shortages and Maldistribution -- Surgical Training in LMICs -- Challenges of Surgical Training in LMICs -- Local Versus Overseas Surgical Training -- Institutions -- Educational Faculty -- Surgical Training Program Development -- Equipment and Infrastructure -- Relationships Between High- and Low-Income Countries -- Timor-Leste -- Background of Timor-Leste -- Surgical Care in Timor-Leste -- Surgical Education and Training in Timor-Leste -- Postgraduate Diploma in Surgery -- Challenges in Surgical Education and Training in Timor-Leste -- Surgeons as Educators -- Language Barriers. Career Pathways -- Equipment and Infrastructure -- Conclusion -- Cross-References -- References -- 12 Surgical Training: Impact of Decentralization and Guidelines for Improvement -- Introduction -- Hybrid Distant and Direct Surgical Training -- The Challenges of Providing Surgical Education at a Distance -- Skills Teaching in Distance Education -- Educational Techniques That Support the Surgical Training Program -- Technology Enhanced Learning -- Limitations to Digital Solutions -- Maintaining Connection Online -- Boot Camps and Intensive Face-to-Face Teaching -- Self-Directed Learning -- New Media in Surgical Education -- Peer-Led Education -- Facilitating Asynchronous Education -- The Impact of Decentralized Training on Assessment -- Other Challenges of Distance Education -- Reduced Community -- Difficulty with Monitoring Longitudinal Progress -- Digital Privacy -- Faculty Support and Development -- Education-Centered Workplace -- Opportunities in Blending Distance and Face-to-Face Education -- Suggestions for Improving Distance Education Programs -- Conclusion -- Cross-References -- References -- 13 Mental Health Education: Contemporary Context and Future Directions -- Introduction -- Contemporary Context -- Clinical -- Educational -- The Need for Change -- Future Directions -- Adopting the Right Approach -- Learning Outcomes and Pedagogical Paradigms -- Models of Learning -- Experiential Learning -- Affective Learning -- Transformative Learning -- Psychodynamic Theories of Learning -- Social Theories of Learning -- Activity Theory -- Getting the Design Right -- Interprofessional Education -- Co-production -- Technology-Enhanced Learning -- Video-Based Interventions -- Live Simulation -- Tele-education -- Virtual SPs -- Online Worlds -- Educational Games -- Virtual Reality -- Conclusion -- Key Learning Points -- Cross-References -- References. 14 Dental Education: A Brief History. |
| Record Nr. | UNINA-9910735787303321 |
Nestel Debra
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Clinical Education for the Health Professions [[electronic resource] ] : Theory and Practice / / edited by Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough
| Clinical Education for the Health Professions [[electronic resource] ] : Theory and Practice / / edited by Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020 |
| Disciplina | 610.71 |
| Soggetto topico |
Medical education
Professional education Vocational education Nursing—Study and teaching Premedical education Learning Instruction Medical Education Professional & Vocational Education Nursing Education Premedical Education Learning & Instruction |
| ISBN | 981-13-6106-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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. |
| Record Nr. | UNINA-9910380758503321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||