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140203 ||| eng |
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|a 9789400776128
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| 100 |
1 |
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|a Steinert, Yvonne
|e [editor]
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| 245 |
0 |
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|a Faculty Development in the Health Professions
|h Elektronische Ressource
|b A Focus on Research and Practice
|c edited by Yvonne Steinert
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| 250 |
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|a 1st ed. 2014
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| 260 |
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|a Dordrecht
|b Springer Netherlands
|c 2014, 2014
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| 300 |
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|a XVII, 442 p. 18 illus., 12 illus. in color
|b online resource
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| 505 |
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|a 19. Faculty Development and Knowledge Translation: From Theory to Practice; Aliki Thomas and Yvonne Steinert -- Section VI – Conclusion -- 20. Faculty Development: Future Directions; Yvonne Steinert
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| 505 |
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|a 11. Faculty Development Online; David A. Cook -- Section IV – Practical Applications -- 12. Faculty Development to Promote Role-Modeling and Reflective Practice; Karen V. Mann -- 13. Faculty Development for Curriculum Change: Towards Competency-Based Teaching and Assessment; Linda Snell -- 14. Faculty Development for Interprofessional Education and Practice; Liz Anderson, Sarah Hean, Cath O'Halloran, Richard Pitt and Marilyn Hammick -- 15. International Faculty Development Partnerships; Stacey Friedman, Francois Cilliers, Ara Tekian and John Norcini -- 16. Starting a Faculty Development Program; Ivan Silver -- Section V – Research and Scholarship in Faculty Development -- 17. Faculty Development Research: The ‘State of the Art’ and Future Trends; John Spencer -- 18. Promoting Scholarship in Faculty Development: Relevant Research Paradigms andMethodologies; Patricia S. O’Sullivan and David M. Irby --
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|a Section I – Introduction -- 1. Faculty Development: Core Concepts and Principles; Yvonne Steinert -- Section II – The Scope of Faculty Development -- 2. Faculty Development for Teaching Improvement; Carol S. Hodgson and LuAnn Wilkerson -- 3. Faculty Development for Leadership and Management; Tim Swanwick and Judy McKimm -- 4. Faculty Development for Research Capacity Building; Brian Hodges -- 5. Faculty Development for Academic and Career Development; Karen Leslie -- 6. Faculty Development for Organizational Change; Brian Jolly -- Section III – Approaches to Faculty Development -- 7. Learning from Experience: From Workplace Learning to Communities of Practice; Yvonne Steinert -- 8. Peer Coaching and Mentorship; Miriam Boillat and Michelle Elizov -- 9. Workshops and Seminars: Enhancing Effectiveness; Willem de Grave, Anneke Zanting, Désirée D. Mansvelder-Longayroux and Willemina M. Molenaar -- 10. Intensive Longitudinal Faculty Development Programs; Larry Gruppen --
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| 653 |
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|a Higher Education
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| 653 |
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|a Professional and Vocational Education
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| 653 |
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|a Vocational education
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| 653 |
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|a Professional education
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| 653 |
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|a Education, Higher
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| 653 |
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|a Medical education
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| 653 |
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|a Medical Education
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
0 |
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|a Innovation and Change in Professional Education
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| 028 |
5 |
0 |
|a 10.1007/978-94-007-7612-8
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| 856 |
4 |
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|u https://doi.org/10.1007/978-94-007-7612-8?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 370.113
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| 520 |
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|a Skeff, M.D., Ph.D., May 2013: In this text, Steinert and her colleagues have provided a significant contribution to the future of faculty development. In an academic and comprehensive way, the authors have both documented past efforts in faculty development as well as provided guidance and stimuli for the future.
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| 520 |
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|a This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development. In addition, it describes a multitude of ways, ranging from workshops to the workplace, in which health professionals can develop their knowledge and skills. By providing an informed and scholarly overview of faculty development, and by describing original content that has not been previously published, this book helps to ensure that research and evidence inform practice, move the scholarly agenda forward, and promote dialogue and debate in this evolving field. It will prove an invaluable resource for faculty development program planning, implementation and evaluation, and will help to sustain faculty members’ vitality and commitment to excellence. Kelley M.
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|a The scholarly and well-referenced chapters provide a compendium of methods previously used while emphasizing the expanding areas deserving work. Moreover, the writers consistently elucidate the faculty development process by highlighting the theoretical underpinnings of faculty development and the research conducted. Thus, the book provides an important resource for two major groups, current providers and researchers in faculty development as well as those desiring to enter the field. Both groups of readers can benefit from a reading of the entire book or by delving into their major area of interest and passion. In so doing, they will better understand our successes and our limitations in this emerging field.
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| 520 |
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|a Faculty development in the health professions has now receivedattention for 6 decades. Yet, dedicated faculty members trying to address the challenges in medical education and the health care delivery system do not have all the assistance they need to achieve their goals. This book provides a valuable resource towards that end.
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