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…mehr
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.
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 McCarthy Experiential and Work Based Learning Andrea McLaughlin Feedback and Marking Annette McIntosh Humanist Learning Theories Annette McIntosh Information Literacy Wendy Fiander Interprofessional Learning Aidan Worsley Leadership and Management in Academia Margaret Andrews Learning Environments Annette McIntosh 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 McHale and Lyz Moore Practice Teaching Karen Holland Problem Based Learning Jean Mannix and Annette McIntosh 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 McLaughlin Specific Learning Needs of Students Bernadette Gartside Student Support Annette McIntosh and Janice Gidman Study Skills Elizabeth Mason Whitehead Supervizing Masters and PhD Students Tom Mason Teaching Strategies Jan Woodhouse Teaching Styles Janice Gidman Transformative Learning Julie Bailey McHale
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 McCarthy Experiential and Work Based Learning Andrea McLaughlin Feedback and Marking Annette McIntosh Humanist Learning Theories Annette McIntosh Information Literacy Wendy Fiander Interprofessional Learning Aidan Worsley Leadership and Management in Academia Margaret Andrews Learning Environments Annette McIntosh 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 McHale and Lyz Moore Practice Teaching Karen Holland Problem Based Learning Jean Mannix and Annette McIntosh 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 McLaughlin Specific Learning Needs of Students Bernadette Gartside Student Support Annette McIntosh and Janice Gidman Study Skills Elizabeth Mason Whitehead Supervizing Masters and PhD Students Tom Mason Teaching Strategies Jan Woodhouse Teaching Styles Janice Gidman Transformative Learning Julie Bailey McHale
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