Clinical Education for the Health Professions Theory and Practice
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 pr...
| Other Authors: | , , , |
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| Format: | eBook |
| Language: | English |
| Published: |
Singapore
Springer Nature Singapore
2023, 2023
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| Edition: | 1st ed. 2023 |
| Subjects: | |
| Online Access: | |
| Collection: | Springer eBooks 2005- - Collection details see MPG.ReNa |
Table of Contents:
- 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
- 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
- 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
- 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
- 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
- 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
- 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