Learning and Teaching in Clinical Contexts

Learning and Teaching in Clinical Contexts

A Practical Guide

1st Edition - June 6, 2018

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  • Authors: Clare Delany, Elizabeth Molloy
  • Paperback ISBN: 9780729542722

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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 learningSection 3 highlights the role of workplace assessments as embedded processes to positively influence learningSection 4 provides an overview of the changing roles of the clinical educator and processes and models of professional development to build educational expertise

Table of Contents

  • Section 1 Preparing learners for workplace learning
    1 Becoming a clinical educator
    2 Understanding transitions in health professional learning
    3 Cultivating critical thinkers
    4 Cultivating resilient learners
    5 Ethics education in clinical learning contexts
    6 Educating for conflict resolution

    Section 2 Education approaches within clinical learning contexts
    7 The influence of workplace context on learning and teaching
    8 Professionalism, identities and embodiment: supporting the internalisation of professionalism through addressing the hidden curriculum
    9 Scaffolding for progressive independence in workplace contexts
    10 Coaching clinical learners
    11 Translating expert practice for clinical learning
    12 Peer learning in clinical placements
    13 Educating for professional practice through simulation
    14 Interprofessional learning opportunities for pre-registration students in clinical workplaces
    15 Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings
    16 Learning in community-based contexts
    17 Identifying and working with underperformance

    Section 3 Assessment for learning in the workplace
    18 Workplace-based assessment
    19 Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action has a positive influence on longer term learning: sustainable assessment in action
    20 Assessment through entrustable professional activities 
    21 Reworking feedback to build better work

    Section 4 Leadership and faculty development in health professions education
    22 Faculty development: becoming a ‘clinician as educator’
    23 Leadership in health professions education: what does it mean?
    24 Disruptive innovation in health professions education: How might this model guide change?
    25 Translating educational research into educational practice
    26 Improving clinical education: attending to the processes of designing and becoming

Product details

  • No. of pages: 456
  • Language: English
  • Copyright: © Elsevier 2018
  • Published: June 6, 2018
  • Imprint: Elsevier
  • Paperback ISBN: 9780729542722

About the Authors

Clare Delany

Affiliations and Expertise

Associate Professor, Department of Medical Education, The University of Melbourne, and Clinical Ethicist, The Royal Children’s Hospital Melbourne

Elizabeth Molloy

Affiliations and Expertise

Professor of Work Integrated Learning, Department of Medical Education, Melbourne Medical School, The University of Melbourne, Australia

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