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Clinical Education for the Health Professions

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Cover of 'Clinical Education for the Health Professions'

Table of Contents

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    Book Overview
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    Chapter 2 Medical Education: Trends and Context
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    Chapter 5 Surgical Education: Context and Trends
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    Chapter 6 General Practice Education: Context and Trends
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    Chapter 8 Anesthesia Education: Trends and Context
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    Chapter 10 Clinical Education in Nursing: Current Practices and Trends
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    Chapter 11 Obstetric and Midwifery Education: Context and Trends
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    Chapter 12 Allied Health Education: Current and Future Trends
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    Chapter 14 Dental Education: Context and Trends
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    Chapter 15 Interprofessional Education (IPE): Trends and Context
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    Chapter 17 Dental Education: A Brief History
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    Chapter 18 Surgical Education and Training: Historical Perspectives
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    Chapter 19 Nursing and Midwifery Education: Historical Perspectives
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    Chapter 21 Philosophy for Healthcare Professions Education: A Tool for Thinking and Practice
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    Chapter 22 Cognitive Neuroscience Foundations of Surgical and Procedural Expertise: Focus on Theory
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    Chapter 24 Mastery Learning in Health Professions Education
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    Chapter 25 Threshold Concepts and Troublesome Knowledge
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    Chapter 26 Social Semiotics: Theorizing Meaning Making
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    Chapter 28 Communities of Practice and Medical Education
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    Chapter 30 Activity Theory in Health Professions Education Research and Practice
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    Chapter 32 Reflective Practice in Health Professions Education
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    Chapter 33 Transformative Learning in Clinical Education: Using Theory to Inform Practice
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    Chapter 34 Self-Regulated Learning: Focus on Theory
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    Chapter 35 Critical Theory
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    Chapter 36 Focus on Theory: Emotions and Learning
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    Chapter 37 Ecological Systems Theory in Clinical Learning
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    Chapter 40 Health Profession Curriculum and Public Engagement
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    Chapter 43 Teaching and Learning Ethics in Healthcare
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    Chapter 44 Simulation as Clinical Replacement: Contemporary Approaches in Healthcare Professional Education
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    Chapter 45 Teaching Simple and Complex Psychomotor Skills
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    Chapter 46 Developing Professional Identity in Health Professional Students
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    Chapter 47 Hidden, Informal, and Formal Curricula in Health Professions Education
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    Chapter 48 Conversational Learning in Health Professions Education: Learning Through Talk
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    Chapter 49 Arts and Humanities in Health Professional Education
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    Chapter 51 Debriefing Practices in Simulation-Based Education
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    Chapter 52 Written Feedback in Health Sciences Education: “What You Write May Be Perceived as Banal”
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    Chapter 53 Effective Feedback Conversations in Clinical Practice
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    Chapter 54 Supervision in General Practice Settings
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    Chapter 55 Underperformance in Clinical Education: Challenges and Possibilities
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    Chapter 56 E-learning: Development of a Fully Online 4th Year Psychology Program
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    Chapter 57 Teaching Diversity in Healthcare Education: Conceptual Clarity and the Need for an Intersectional Transdisciplinary Approach
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    Chapter 59 Learning and Teaching in Clinical Settings: Expert Commentary from an Interprofessional Perspective
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    Chapter 61 Learning and Teaching at the Bedside: Expert Commentary from a Nursing Perspective
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    Chapter 64 Learning and Teaching in the Operating Room: A Surgical Perspective
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    Chapter 66 Learning and Teaching in the Operating Theatre: Expert Commentary from the Nursing Perspective
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    Chapter 68 Learning and Teaching in Pediatrics
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    Chapter 69 Embedding a Simulation-Based Education Program in a Teaching Hospital
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    Chapter 74 Approaches to Assessment: A Perspective from Education
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    Chapter 76 Measuring Attitudes: Current Practices in Health Professional Education
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    Chapter 77 Measuring Performance: Current Practices in Surgical Education
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    Chapter 79 Programmatic Assessment in Health Professions Education
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    Chapter 82 Entrustable Professional Activities: Focus on Assessment Methods
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    Chapter 83 Workplace-Based Assessment in Clinical Practice
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    Chapter 90 Learning with and from Peers in Clinical Education
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    Chapter 92 Simulation for Procedural Skills Teaching and Learning
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    Chapter 93 Simulation for Clinical Skills in Healthcare Education
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    Chapter 94 Screen-Based Learning
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    Chapter 95 Coaching in Health Professions Education: The Case of Surgery
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    Chapter 96 Developing Health Professional Teams
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    Chapter 97 Developing Care and Compassion in Health Professional Students and Clinicians
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    Chapter 99 Developing Patient Safety Through Education
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    Chapter 100 Supporting the Development of Professionalism in the Education of Health Professionals
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    Chapter 101 Supporting the Development of Patient-Centred Communication Skills
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    Chapter 103 Developing Clinical Reasoning Capabilities
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    Chapter 109 Professional Bodies in Health Professions Education
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    Chapter 110 Scholarship in Health Professions Education
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    Chapter 111 Developing Educational Leadership in Health Professions Education
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    Chapter 117 Nursing Education in Low and Lower-Middle Income Countries: Context and Trends
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    Chapter 118 Technology Considerations in Health Professions and Clinical Education
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    Chapter 119 Role of Social Media in Health Professions Education
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    Chapter 120 Learning and Teaching in Clinical Settings: Expert Commentary from a Midwifery Perspective
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    Chapter 121 Planetary Health: Educating the Current and Future Health Workforce
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    Chapter 122 Focus on Selection Methods: Evidence and Practice
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    Chapter 123 Mental Health Education: Contemporary Context and Future Directions
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    Chapter 124 Global Surgery and Its Trends and Context: The Case of Timor-Leste
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    Chapter 125 Optimizing the Role of Clinical Educators in Health Professional Education
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    Chapter 126 Targeting Organizational Needs Through the Development of a Simulation-Based Communication Education Program
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    Chapter 128 Team-Based Learning (TBL): Theory, Planning, Practice, and Implementation
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    Chapter 129 Contemporary Sociological Issues for Health Professions Curricula
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    Chapter 131 Health Professional Education in 2020: A Trainee Perspective
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    Chapter 132 Surgical Training: Impact of Decentralization and Guidelines for Improvement
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    Chapter 133 Artificial Intelligence in Surgical Education and Training
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    Chapter 134 Future of Health Professions Education Curricula
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    Chapter 135 Competencies of Health Professions Educators of the Future
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    Chapter 136 Well-Being in Health Profession Training
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    Chapter 137 Practice Education in Occupational Therapy: Current Trends and Practices
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    Chapter 138 Practice Education in Lockdown: Lessons Learned During the COVID-19 Global Pandemic
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    Chapter 139 On “Being” Participants and a Researcher in a Longitudinal Medical Professional Identity Study
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    Chapter 140 Health Care Practitioners ‘Becoming’ Doctors: Changing Roles and Identities
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    Chapter 141 Health Sciences and Medicine Education in Lockdown: Lessons Learned During the COVID-19 Global Pandemic
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Title
Clinical Education for the Health Professions
Published by
Springer Singapore, May 2021
DOI 10.1007/978-981-15-3344-0
ISBNs
978-9-81-153343-3, 978-9-81-153344-0
Editors

Nestel, Debra, Reedy, Gabriel, McKenna, Lisa, Gough, Suzanne

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