ISBN:
9789400716827
Language:
English
Pages:
Online-Ressource (X, 256p. 12 illus, digital)
Series Statement:
Advances in Medical Education 2
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Surgical education
Keywords:
Education
;
Surgery
;
Medical Education
;
Education
;
Surgery
;
Medical Education
Abstract:
1. The environment of surgical education and training: Roger Kneebone and Heather Fry.- 2. Educational ideas and surgical education: Heather Fry.- 3. Simulation: Roger Kneebone -- 4. Researching surgical education: Heather Fry, Nick Sevdalis, Roger Kneebone.- Part 2.- 5. Conceptualising surgical education assessment: Lambert W.T. Schuwirth and Cees P.M. van der Vleuten -- 6. The scalpel and the ‘mask’: threshold concepts and surgical education: Ray Land and Jan H.F. Meyer.- 7. The surgeon’s expertise: K Anders Ericsson.- 8. Current and future simulation and learning technologies: Fernando Bello and Harry Brenton.- 9. The role of patients: Debra Nestel and Linda Bentley -- 10. Self-monitoring in surgical practice: slowing down when you should: Carol- Anne Moulton and Ron Epstein -- 11. Learning and identity in the professional world of the surgeon: Alan Bleakley.- 12. Beyond ‘communication skills’: research in team communication and implications for surgical education: Lorelei Lingard.- 13. Surgical education: perspectives on learning, teaching and research: Gunther Kress.- Afterword: Roger Kneebone and Heather Fry
Abstract:
This book delineates surgical education as a new and emerging field of academic enquiry. Surgical (as opposed to medical) education is emerging as a distinct field with its own identity. Surgeons have started to professionalise their educational role, and draw professional, non-surgeon educators into the field. Surgery is a near unique environment of learning and practice. The defining characteristic of ‘surgical’ specialties is the performance of invasive procedures, (alongside the myriad of diagnostic and other elements which are shared with other clinicians). This craft component is central to the surgeon’s role, as is teamworking. Yet the unique characteristics of this field have been little addressed from an educational perspective, nor have its possibilities as a new research domain been mapped. This book thus seeks to explore surgical education from a number of dimensions, and draw attention to theorising it and establishing its epistemological foundations.At the same time it points to the essential links between theory and practice. Surgical education is important and the initiative timely; the two main co-authors use their combined perspectives and expertise to map the domain’s co-ordinates. Complementing this strong sense of direction are invited chapters from carefully selected contributors, each an outstanding expert in his or her field. This book is aimed at surgeons, other clinicians, non-clinicians, educators, and others interested in this new domain
Description / Table of Contents:
Surgical Education; Contents; Part I; Chapter 1: The Environment of Surgical Training and Education; 1.1 Introduction; 1.1.1 Focus; 1.1.2 Organization and Perspective; 1.2 Why Surgical Education; 1.2.1 What is Surgical Education?; 1.2.2 What makes Surgery Special?; 1.3 A Historical Overview of Medical and Surgical Training in the UK; 1.3.1 The Evolution of Surgical Training; 1.3.2 Changes Within the Profession; 1.3.3 Wider Changes; 1.3.4 Current Drivers; 1.4 Researching and Using Theory to Extend Knowledge and Innovation in Surgical Education; 1.5 About this Book: Rationale and Organization
Description / Table of Contents:
ReferencesChapter 2: Educational Ideas and Surgical Education; 2.1 Introduction; 2.2 Changing Educational Imperatives and Preferences; 2.3 Learning Theory and Surgical Education; 2.3.1 Constructivism; 2.3.2 Approaches to Learning; 2.3.3 Clinical Reasoning and Decision Making; 2.3.4 Social Theories of Learning; 2.3.5 Activity Theory, Work-Based Learning, Situated Learning, and Communities of Practice; 2.3.6 Experiential Learning, Reflective Practice, and Feedback; 2.4 Curriculum Design and Learning Outcomes; 2.5 The Role of Assessment and Psychometrics in Learning
Description / Table of Contents:
2.6 A Case Study: Problem-Based Learning as an Example of Using Educational Theory to Drive Educational Change2.7 Implications of Educational Ideas for Surgical Training; References; Chapter 3: Simulation; 3.1 Introduction; 3.1.1 Simulation as a Mirror for Clinical Care; 3.1.2 Drivers for Simulation; 3.2 What is Simulation About?; 3.3 Conceptualising Simulation; 3.4 Authenticity, Expertise, and Dexterity; 3.4.1 Risk and Safety; 3.5 New Directions for Simulation; 3.5.1 Placing the Patient at the Centre; 3.5.2 Heightening Realism for Surgeons; 3.5.3 Creating an Effective Simulation
Description / Table of Contents:
3.5.4 Widening Access to Simulation Centre Facilities3.5.5 Rehearsal; 3.6 Where Next?; 3.7 Conclusion; References; Chapter 4: Researching Surgical Education; 4.1 Introduction; 4.2 The Quantitative and Qualitative Educational Research Paradigms Compared and Contrasted; 4.3 Quantitative Surgical Education Research; 4.3.1 Research Questions and Hypotheses; 4.3.2 Research Methods; 4.3.3 Quantitative Approaches to Data Analysis; 4.4 Qualitative Surgical Education Research; 4.4.1 Key Approaches in Qualitative Research; 4.4.2 Design and Methods; 4.4.3 Analysis; 4.4.4 Writing Up
Description / Table of Contents:
4.5 Case Studies of Educational Research4.5.1 Case Study 1: The Qualitative Paradigm; 4.5.2 Case Study 2: The Qualitative Paradigm; 4.5.3 Case Study 3: The Quantitative Paradigm; 4.5.4 Case Study 4: Using Mixed Methods; 4.6 Conclusion; References; Part II; Chapter 5: Conceptualising Surgical Education Assessment; 5.1 Introduction; 5.2 Purposes of Assessment; 5.3 General Issues Concerning Assessment; 5.3.1 Reliability; 5.3.2 Validity; 5.3.3 Educational Impact; 5.4 Developments in Practice-Based Assessment; 5.4.1 Careful Sampling is Essential
Description / Table of Contents:
5.4.2 Sampling Through Various Error Sources Is Needed
Note:
Includes bibliographical references and indexes
DOI:
10.1007/978-94-007-1682-7
URL:
Volltext
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