By Clare Delany PhD, Elizabeth Molloy PhD BPhysio (Hons) FANZAHPE

Clinical settings are dynamic academic areas that current either possibilities and obstacles to studying and educating. Designed to notify, problem and train health and wellbeing execs concerning the proof underpinning scientific schooling practices and results, this multi-disciplinary publication brings jointly vital strategies in healthcare schooling and addresses context and methods of studying, specialist identification and socialisation, suggestions and evaluate, ethics, and inter-professional schooling. The authors inspire instructing and studying practices in keeping with study findings, services and innovation, and the improvement of person instructing equipment and kinds from a theoretical base that offers appropriate ideas, course and aid. With transparent hyperlinks among conception, examine and perform, collaboration from a wide variety of medical disciplines, and types for studying and educating grounded in empirical study, medical schooling within the health and wellbeing Professions turns into a regular reference for all wellbeing and fitness execs and educators.

  • examines styles of perform in medical schooling within the well-being professions, utilizing a qualitative examine focus
  • identifies the jobs of college and scientific educators, scholars, friends and sufferers in medical schooling
  • highlights implicit tensions in scientific schooling perform and provides ideas to spot and handle such tensions
  • challenges the reader to think about new ways to medical schooling that can optimise scholars' studying and enculturation into the wellbeing and fitness professions

Despite claims that scientific schooling lies on the center of healthiness care schooling, little empirical examine has explored what constitutes effectiveness in medical educating and studying. This ebook attracts at the examine, principles and services of researchers who've saw and researched diversified elements of medical schooling. Their study has spanned scientific schooling issues together with expert identification and socialisation, evaluate and suggestions, pedagogical equipment, scientific reasoning, facing ambiguity, facing range and interprofessional schooling. This booklet has been designed to synthesise empirical medical schooling examine and concepts in regards to the context, price, strategies and results of medical schooling. each one bankruptcy provides a study dependent part of medical schooling as a platform from which wisdom and destiny study in scientific schooling can take place. The authors attract the reader to reconceptualise points in their personal educating and studying practices in keeping with examine findings, services and innovation.

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Additional resources for Clinical Education in the Health Professions: An Educator's Guide, 1e

Sample text

A The apprentice Traditional healthcare workers operated and learned in an apprenticeship model. They learned in the workplace setting, studied the master’s art, progressed through simple, highly supervised tasks to more complex and independent tasks, became independent practitioners and, potentially, masters themselves. The apprenticeship system focused on the practice knowledge, craft and art, and the practical role of the healthcare worker. The quality of this system ranged from poor, with unquestioned or required adoption of ill-founded practices and knowledge reflected by poor role models, to excellent, where the apprentice learned from expert role models who offered individual, knowledgeable tuition, direct demonstration and quality supervision.

When applied to critical reflection in clinical practice, iterative reflection means moving between a description of an event and a search for an explanatory framework that helps to support an interpretation, or provide increased insight into a learning or practice event. From this new understanding built from both personal and theoretical knowledge bases, we contend it is possible to gain insight into practice and to identify alternative responses for the future. Use of the term ‘iterative’ helps to distinguish our model from previously described models of reflection.

We contend that this iterative movement between theories of knowledge and practice experience provides a stable theoretical platform upon which methods of critical reflection can be based. Moving iteratively between different theories of knowledge and understanding also provides a way for educators to engage with and model the process of critical reflection. When students provide evidence of their ways of understanding, through either written reflective tasks or verbal structured feedback about their learning, this represents, from the perspective of critical reflection theories, a valid and valuable source of knowledge, and has implications for how students’ reflections are used and acted upon within the curriculum.

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Clinical Education in the Health Professions: An Educator's by Clare Delany PhD, Elizabeth Molloy PhD BPhysio (Hons)
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