Loftus / Gerzina / Higgs EDUCATING HEALTH PROFESSIONALS: BECOMING A UNIVERSITY TEACHER

2013
ISBN: 978-94-6209-353-9
Verlag: Sense Publishers
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 339 Seiten, eBook

Reihe: Practice, Education, Work and Society

This book is for health professionals who are becoming involved in the education of people entering their professions. It introduces many of the challenges that educators must engage with in the twenty-first century; challenges that will preoccupy our attention for many years to come. The world of professional practice in healthcare is changing and the education we provide to prepare people for that practice is also changing. How do we prepare professional practitioners for this changing world? How do we prepare them for the changes that are yet to come? What challenges and changes do they need to be aware of? How do we prepare educators – both academics and workplace educators for these challenges? This volume opens up and articulates the issues we face in preparing people to enter the contemporary world of healthcare. Experienced educators should also find much of interest in these pages. Practice-based education provides an overarching framework for consideration of the issues involved. There are five sections in the book:
- Section 1: Introduction
- Section 2: Health Professional Education in Context
- Section 3: Teaching and Research
- Section 4: Case Studies
- Section 5: Future Directions

Zielgruppe

Research

Autoren/Hrsg.

Loftus, Stephen

Gerzina, Tania

Higgs, Joy

Smith, Megan

Duffy, Elaine

Inhaltsverzeichnis

Series Introduction: Practice, Education, Work and Society; Forewrd; Section 1: Introduction; 1. Being a health professional educator: Understanding the context; 2. Health professionals becoming university teachers; Being a university teacher: Teaching in professions; Section 2: Health Professional Education in Context; 4. The context of health professional education today; 5. Health professional education programs: How the teacher develops; 6. Looking after yourself: Lessons to be learned on entering academia; 7. Community and workplace expectations of graduates in the health professions; David Prideaux, Iris Lindemann and Anaise Cottrell 8. Professional socialisation; 9. Education in the emerging professions; 10. Providing clinical education: Working across sectors; Section 3: Teaching and Research; 11. Thinking about curriculum; 12. Standards in health professional education: Contextualising standards design and implementation; 13. The student experience; 14. The development of healthcare researchers; 15. Indigenous issues in health professional education; 16. Introducing interprofessional education; Section 4: Case Studies; 17. Making the most of workplace learning; 18. Workplace learning in rural and remote areas: Challenges and innovative strategies; 19. Internationalisation and health professional education; 20. Assessment in health professional education; 21. Blended learning in health professional education: The intersection of technology, pedagogy and content; 22. Learning practical skills; 23. Teaching clinical reasoning; 24. Understanding the place of assessment standards: A case study in medical diagnostic radiography; 25. Indigenous issues – a practical example: The Byalawa project; 26. Professional development for medical educators; Section 5: Future Directions; 27. Major current themes in health professional education; 28. Health professional education in the future; Contributors.