ISBN:
9789400717244
Language:
English
Pages:
Online-Ressource (XIX, 283p. 11 illus, digital)
Series Statement:
Innovation and Change in Professional Education 7
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Medical Education
;
Education
;
Education
;
Medical Education
Abstract:
Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence. For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve
Abstract:
Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence. For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve
Description / Table of Contents:
Preface; Contents; The Editors and Contributors; About the Contributors; 1 Introduction; 1.1 Responsibility, Complexity and Integrity; 1.2 Accountability; 1.3 Stakeholders; 1.4 Engagement with Colleagues and Other Stakeholders; 1.5 Contexts for Learning; References; 2 Developing a Broader Approach to Professional Learning; 2.1 Informal Learning and the Factors That Affect It; 2.2 The Role of Managers in Supporting Learning; 2.3 Teamwork, Organisational Learning and Knowledge Management; 2.4 Continuing Professional Education and Human Relations Development; 2.4.1 Learning Focus
Description / Table of Contents:
2.4.2 Performance Focus2.4.3 Strategic Focus; 2.5 Summary (From Eraut & Hirsh, 2007); References; 3 Knowledge Networks for Treating Complex Diseases in Remote, Rural, and Underserved Communities; 3.1 Healthcare in New Mexico; 3.2 Project ECHO (Extension for Community Healthcare Outcomes); 3.3 Educational Theories Informing Project ECHO; 3.3.1 Deliberate Practice; 3.3.2 Social Cognitive Theory and Provider Self-Efficacy; 3.3.3 Situated Learning Theory; 3.3.4 Adaptive Expertise; 3.4 Collaboration; 3.5 Methods and Approaches Used in Evaluation; 3.6 Results from Questionnaires
Description / Table of Contents:
3.6.1 Who Are the Community Providers in Project ECHO?3.6.2 Provider Self-Efficacy; 3.6.3 Perspectives of Community Providers; 3.6.4 Providers Identify the Beneficial Components; 3.7 Findings from Annual Meeting Surveys; 3.7.1 Care for Patients; 3.7.2 Broadened Networks and Expanded Interest in Learning; 3.8 Community Providers Improving ECHO; 3.9 Links Between ECHO Model, Theories, and Collaboration; 3.9.1 How Do These Knowledge Networks Contribute to Shared Knowledge Construction Among Academics and Practitioners?; 3.9.2 What Lessons Can Be Learned from This Experience?; References
Description / Table of Contents:
4 Using Simulation and Coaching as a Catalyst for Introducing Team-Based Medical Error Disclosure4.1 Background; 4.2 Research Project Description; 4.3 Description of Simulation in Action; 4.4 Description of Disclosure Coaching in Action; 4.5 Assessment of the Intervention; 4.6 Preliminary Findings; 4.7 Discussion and Next Steps; References; 5 Leader Development in Dynamic and Hazardous Environments: Company Commander LearningThrough Combat; 5.1 Introduction; 5.2 Our Conceptual Framework; 5.2.1 Experiential Learning Theory; 5.2.2 Leadership Development and Learning; 5.3 Methodology
Description / Table of Contents:
5.3.1 Participant Selection5.3.2 Data Collection; 5.3.3 Data Analysis; 5.3.4 Possible Sources of Bias; 5.3.5 Limitations and Member Check; 5.4 Learning Experiences in Combat; 5.4.1 The Molten Experience; 5.4.2 Profound Responsibility; 5.4.3 Intense Affect; 5.4.4 Embodied Feedback; 5.5 Implications for Learning and Development; 5.5.1 Leader Development in Combat; 5.5.2 Compassion and Resilience; 5.5.3 Judgment and Decision Making; 5.5.4 Innovation; 5.6 Conclusions and Final Insights; References; 6Managers' Teaching and Leading in the Workplace: An Exploratory Field Study; 6.1 Introduction
Description / Table of Contents:
6.2 Leadership and Education
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-1724-4
URL:
Volltext
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