Featuring the perspectives of more than 40 leading international researchers, theorists and practitioners in clinical education, Learning and Teaching in Clinical Contexts: A Practical Guide provides a bridge between the theoretical aspects of clinical education and the delivery of practical teaching strategies.
Written by Clare Delany and Elizabeth Molloy, each chapter weaves together education theory, education strategies and illustrative learning and teaching case scenarios drawn from multidisciplinary clinical contexts. The text supports clinicians and educators responsible for designing and delivering health professional education in clinical workplaces and clinicians undertaking continuing education in workplace teaching.
The book is divided into four sections, each addressing a key aspect of the learner and educator experience.
Section 1 considers the learner’s needs as they make key transitions from classroom to workplace, or recent graduate to competent clinician
Section 2 focuses on the influence of workplace contexts and how they can be used as positive catalysts to enhance learning
Section 3 highlights the role of workplace assessments as embedded processes to positively influence learning
Section 4 provides an overview of the changing roles of the clinical educator and processes and models of professional development to build educational expertise
1. Cover image - p. i 2. Title Page - p. i 3. Table of Contents - p. i 4. Copyright - p. iv 5. About the authors - p. vii 6. Contributors - p. viii 7. Reviewers - p. xi 8. Acknowledgments - p. xii 9. Section 1 Preparing learners for workplace learning - p. xii 10. 1 Becoming a clinical educator - p. 3 11. 2 Understanding transitions in health professional learning - p. 15 12. 3 Cultivating critical thinkers - p. 29 13. 4 Cultivating resilient learners - p. 45 14. 5 Ethics education in clinical learning contexts - p. 58 15. 6 Educating for conflict resolution - p. 72 16. Section 2 Education approaches within clinical learning contexts - p. 81 17. 7 The influence of workplace context on learning and teaching - p. 85 18. 8 Professionalism, identities and embodiment - p. 102 19. 9 Scaffolding for progressive independence in workplace contexts - p. 115 20. 10 Coaching clinical learners - p. 135 21. 11 Translating expert practice for clinical learning - p. 153 22. 12 Peer learning in clinical placements - p. 162 23. 13 Educating for professional practice through simulation - p. 175 24. 14 Interprofessional learning opportunities for pre-registration students in clinical workplaces - p. 193 25. 15 Pedagogically-rich activities in hospital workHandovers, ward rounds and team meetings - p. 207 26. 16 Learning in community-based contexts - p. 221 27. 17 Identifying and working with underperformance - p. 236 28. Section 3 Assessment for learning in the workplace - p. 250 29. 18 Workplace-based assessment - p. 253 30. 19 Ensuring assessment builds capacity for future clinical practiceSustainable assessment in action - p. 273 31. 20 Assessment through entrustable professional activities - p. 286 32. 21 Reworking feedback to build better work - p. 305 33. Section 4 Leadership and faculty development in health professions education - p. 320 34. 22 Faculty development - p. 323 35. 23 Leadership in health professions education - p. 334 36. 24 Disruptive innovation in health professions educationHow might this model guide change? - p. 346 37. 25 Translating educational research into educational practice - p. 365 38. 26 Improving clinical education - p. 377 39. Index - p. 386
Featuring the perspectives of more than 40 leading international researchers, theorists and practitioners in clinical education, Learning and Teaching in Clinical Contexts: A Practical Guide provides a bridge between the theoretical aspects of clinical education and the delivery of practical teaching strategies.
Written by Clare Delany and Elizabeth Molloy, each chapter weaves together education theory, education strategies and illustrative learning and teaching case scenarios drawn from multidisciplinary clinical contexts. The text supports clinicians and educators responsible for designing and delivering health professional education in clinical workplaces and clinicians undertaking continuing education in workplace teaching.
The book is divided into four sections, each addressing a key aspect of the learner and educator experience.
Section 1 considers the learner’s needs as they make key transitions from classroom to workplace, or recent graduate to competent clinician
Section 2 focuses on the influence of workplace contexts and how they can be used as positive catalysts to enhance learning
Section 3 highlights the role of workplace assessments as embedded processes to positively influence learning
Section 4 provides an overview of the changing roles of the clinical educator and processes and models of professional development to build educational expertise
1. Cover image - p. i 2. Title Page - p. i 3. Table of Contents - p. i 4. Copyright - p. iv 5. About the authors - p. vii 6. Contributors - p. viii 7. Reviewers - p. xi 8. Acknowledgments - p. xii 9. Section 1 Preparing learners for workplace learning - p. xii 10. 1 Becoming a clinical educator - p. 3 11. 2 Understanding transitions in health professional learning - p. 15 12. 3 Cultivating critical thinkers - p. 29 13. 4 Cultivating resilient learners - p. 45 14. 5 Ethics education in clinical learning contexts - p. 58 15. 6 Educating for conflict resolution - p. 72 16. Section 2 Education approaches within clinical learning contexts - p. 81 17. 7 The influence of workplace context on learning and teaching - p. 85 18. 8 Professionalism, identities and embodiment - p. 102 19. 9 Scaffolding for progressive independence in workplace contexts - p. 115 20. 10 Coaching clinical learners - p. 135 21. 11 Translating expert practice for clinical learning - p. 153 22. 12 Peer learning in clinical placements - p. 162 23. 13 Educating for professional practice through simulation - p. 175 24. 14 Interprofessional learning opportunities for pre-registration students in clinical workplaces - p. 193 25. 15 Pedagogically-rich activities in hospital workHandovers, ward rounds and team meetings - p. 207 26. 16 Learning in community-based contexts - p. 221 27. 17 Identifying and working with underperformance - p. 236 28. Section 3 Assessment for learning in the workplace - p. 250 29. 18 Workplace-based assessment - p. 253 30. 19 Ensuring assessment builds capacity for future clinical practiceSustainable assessment in action - p. 273 31. 20 Assessment through entrustable professional activities - p. 286 32. 21 Reworking feedback to build better work - p. 305 33. Section 4 Leadership and faculty development in health professions education - p. 320 34. 22 Faculty development - p. 323 35. 23 Leadership in health professions education - p. 334 36. 24 Disruptive innovation in health professions educationHow might this model guide change? - p. 346 37. 25 Translating educational research into educational practice - p. 365 38. 26 Improving clinical education - p. 377 39. Index - p. 386
