00000nam a22000004a 4500 UP-8027390931311939546 Buklod 20250522144549.0 m || | | cr ||||||||||| 250522s2023 si er |||| u|eng d 9789811533433 DLC NTTCHP rda eng R 834 C56 2023 Clinical education for the health professions theory and practice Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough, editors. Singapore Springer Nature c2023. xxxvi, 1771 pages illustrations 24 cm. text rdacontent unmediated rdamedia volume rdacarrier TP Php 63,238.00 Springer Reference Includes bibliographical references and index. Part I The Contemporary Context of Health Professions Education -- 1 Medical Education: Trends and Context -- 2 Surgical Education: Context and Trends -- 3 General Practice Education: Context and Trends -- 4 Anesthesia Education: Trends and Context -- 5 Clinical Education in Nursing: Current Practices and Trends -- 6 Nursing Education in Low and Lower-Middle Income Countries: Context and Trends -- 7 Obstetric and Midwifery Education: Context and Trends -- 8 Allied Health Education: Current and Future Trends -- 9 Dental Education: Context and Trends -- 10 Interprofessional Education (IPE): Trends and Context -- 11 Global Surgery and Its Trends and Context: The Case of Timor-Leste -- 12 Surgical Training: Impact of Decentralization and Guidelines for Improvement -- 13 Mental Health Education: Contemporary Context and Future Directions -- 14 Dental Education: A Brief History -- 15 Surgical Education and Training: Historical Perspectives -- 16 Nursing and Midwifery Education: Historical Perspectives -- 17 Health Sciences and Medicine Education in Lockdown: Lessons Learned During the COVID-19 Global Pandemic. -- Part II Philosophical and Theoretical Underpinning of Health Professions Education -- 18 Cognitive Neuroscience Foundations of Surgical and Procedural Expertise: Focus on Theory -- 19 Mastery Learning in Health Professions Education -- 20 Threshold Concepts and Troublesome Knowledge -- 21 Social Semiotics: Theorizing Meaning Making -- 22 Communities of Practice and Medical Education -- 23 Activity Theory in Health Professions Education Research and Practice -- 24 Reflective Practice in Health Professions Education -- 25 Transformative Learning in Clinical Education: Using Theory to Inform Practice -- 26 Self-Regulated Learning: Focus on Theory -- 27 Critical Theory -- 28 Focus on Theory: Emotions and Learning -- 29 Ecological Systems Theory in Clinical Learning -- 30 Philosophy for Healthcare Professions Education: A Tool for Thinking and Practice -- Part III Curriculum Considerations in Health Professions Education -- 31 Health Profession Curriculum and Public Engagement -- 32 Teaching and Learning Ethics in Healthcare -- 33 Simulation as Clinical Replacement: Contemporary Approaches in Healthcare Professional Education -- 34 Teaching Simple and Complex Psychomotor Skills -- 35 Developing Professional Identity in Health Professional Students -- 36 Hidden, Informal, and Formal Curricula in Health Professions Education -- 37 Hidden, Informal, and Formal Curricula in Health Professions Education -- 38 Debriefing Practices in Simulation-Based Education -- 39 Written Feedback in Health Sciences Education: “What You Write May Be Perceived as Banal” -- 40 Technology Considerations in Health Professions and Clinical Education -- 41 Role of Social Media in Health Professions Education -- 42 E-learning: Development of a Fully Online 4th Year Psychology Program -- 43 Teaching Diversity in Healthcare Education: Conceptual Clarity and the Need for an Intersectional Transdisciplinary Approach -- 44 Planetary Health: Educating the Current and Future Health Workforce -- Part IV Supporting Learning in Clinical Settings -- 45 Learning and Teaching in Clinical Settings: Expert Commentary from an Interprofessional Perspective -- 46 Learning and Teaching at the Bedside: Expert Commentary from a Nursing Perspective -- 47 Learning and Teaching in Clinical Settings: Expert Commentary from a Midwifery Perspective -- 48 Learning and Teaching in the Operating Room: A Surgical Perspective -- 49 Learning and Teaching in the Operating Theatre: Expert Commentary from the Nursing Perspective -- 50 Learning and Teaching in Pediatrics -- 51 Optimizing the Role of Clinical Educators in Health Professional Education -- 52 Well-Being in Health Profession Training -- 53 Embedding a Simulation-Based Education Program in a Teaching Hospital -- 54 Targeting Organizational Needs Through the Development of a Simulation-Based Communication Education Program -- 55 Effective Feedback Conversations in Clinical Practice -- 56 Supervision in General Practice Settings -- 57 Conversational Learning in Health Professions Education: Learning Through Talk -- 58 Underperformance in Clinical Education: Challenges and Possibilities -- Part V Assessment in Health Professions Education -- 59 Approaches to Assessment: A Perspective from Education -- 60 Measuring Attitudes: Current Practices in Health Professional Education -- 61 Measuring Performance: Current Practices in Surgical Education -- 62 Programmatic Assessment in Health Professions Education -- 63 Entrustable Professional Activities: Focus on Assessment Methods -- 64 Workplace-Based Assessment in Clinical Practice -- 65 Focus on Selection Methods: Evidence and Practice -- 66 Practice Education in Occupational Therapy: Current Trends and Practices -- 67 Practice Education in Lockdown: Lessons Learned During the COVID-19 Global Pandemic -- Part VI Evidence-Based Health Professions Education: Focus on Educational Methods and Content -- 68 Team-Based Learning (TBL): Theory, Planning, Practice, and Implementation -- 69 Learning with and from Peers in Clinical Education -- 70 Simulation for Procedural Skills Teaching and Learning -- 71 Simulation for Clinical Skills in Healthcare Education -- 72 Screen-Based Learning -- 73 Artificial Intelligence in Surgical Education and Training -- 74 Coaching in Health Professions Education: The Case of Surgery -- 75 Developing Health Professional Teams -- 76 Developing Care and Compassion in Health Professional Students and Clinicians -- 77 Developing Patient Safety Through Education -- 78 Supporting the Development of Professionalism in the Education of Health Professionals -- 79 Supporting the Development of Patient-Centred Communication Skills -- 80 Contemporary Sociological Issues for Health Professions Curricula -- 81 Developing Clinical Reasoning Capabilities -- Part VII Governance, Quality Improvement, Scholarship and Leadership in Health Professions Education -- 82 Professional Bodies in Health Professions Education -- 83 Scholarship in Health Professions Education -- 84 Developing Educational Leadership in Health Professions Education -- 85 On “Being” Participants and a Researcher in a Longitudinal Medical Professional Identity Study -- 86 Health Care Practitioners ‘Becoming’ Doctors: Changing Roles and Identities -- Part VIII Future Directions for Health Professions Education -- 87 Health Professional Education in 2020: A Trainee Perspective -- 88 Future of Health Professions Education Curricula -- 89 Competencies of Health Professions Educators of the Future 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 practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education. Provided by publisher. Medical education Teacher training General works. Clinical education. Nestel, Debra editor. Reedy, Gabriel editor. McKenna, Lisa editor. Gough, Suzanne editor. FO UPMNL NTTC R 834 C56 2023 Book