Key Concepts in Healthcare Education is a guide to the key theories, issues and practical considerations involved in healthcare education in the 21st century. It is aimed at those studying to be educators in both academic and practice settings, as well as supporting the continuing professional development of more experienced lecturers and practice educators. The book can be used as a reference source, a platform for further study and an essential text.
The book comprises 40 succinct chapters each covering a topic and featuring
– a definition of the concept
– key points
– discussion of the main issues
– a case study to illustrate the application to practice, and
– suggestions for further reading.
For those developing or enhancing their knowledge and skills in education and mentorship in healthcare, Key Concepts in Healthcare Education is the ideal companion to learning.
Mục lục
Academic Staff Development – Dorothy Marriss
Assessment – Janice Gidman
Behavioural Learning Theories – Andrew Lovell
Clinical Competence – Tracey Proctor-Childs
Cognitive Learning Theories – Mike Thomas
Complexity Theory – Helen Cooper
Curriculum Models and Design – Janice Gidman
Curriculum Planning and Development – Ann Bryan
Dealing with Failing and Problem Students – Julie Williams
Diversity and Equality – Elizabeth Mason-Whitehead
E-Learning – Jill Mc Carthy
Experiential and Work-Based Learning – Andrea Mc Laughlin
Feedback and Marking – Annette Mc Intosh
Humanist Learning Theories – Annette Mc Intosh
Information Literacy – Wendy Fiander
Interprofessional Learning – Aidan Worsley
Leadership and Management in Academia – Margaret Andrews
Learning Environments – Annette Mc Intosh
Learning Styles – Moira Hulme and Rob Hulme
Management of Modules and Programmes – Maureen Wilkins
Mastery – Peter Bradshaw
Mentorship – Morag Gray
Partnership Working – Annette Jinks
Peer Support and Observation – Julie Bailey-Mc Hale and Lyz Moore
Practice Teaching – Karen Holland
Problem-Based Learning – Jean Mannix and Annette Mc Intosh
Professional Accountability – Elizabeth Clark and Chris Cox
Quality Assurance and Enhancement – Jane Fox
Reflection – Sue Lillyman
Research and Scholarly Activity – Kay Currie, Nicola Andrew and Linda Proudfoot
Role Model – Sandra Flynn
Service-User and Carer Involvement – Terry Williams and Dianne Phipps
Simulated Learning and Objective Structured Clinical Examinations – Andrea Mc Laughlin
Specific Learning Needs of Students – Bernadette Gartside
Student Support – Annette Mc Intosh and Janice Gidman
Study Skills – Elizabeth Mason-Whitehead
Supervizing Masters and Ph D Students – Tom Mason
Teaching Strategies – Jan Woodhouse
Teaching Styles – Janice Gidman
Transformative Learning – Julie Bailey-Mc Hale
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