Clinical Education for the Health Professions

Part 1: The contemporary context of health professions education.- 1 Contemporary context of health professions education.- 2 Contemporary context of medical education: Undergraduate/graduate entry.- 3 Contemporary context of medical education: Prevocational training.- 4 Contemporary context of medical education: Specialty training.- 5 Contemporary context of surgical education.- 6 Contemporary context of general practice/family medicine education.- 7 Contemporary context of internal medicine education.- 8 Contemporary context of anaesthesia education.- 9 Contemporary context of nursing education.- 11 Contemporary context of midwifery.- 12 Contemporary context of allied health education.- 13 Contemporary context of paramedicine education.- 14 Contemporary context of dental education.- 15 Contemporary context of interprofessional practice education.- 16 Historical perspectives on medical education.- 17 Historical perspectives on dental education.- 18 Historical perspectives on surgical education.- 19 Historical perspectives on nursing and midwifery education.- 20 Historical perspectives on allied health education.- 21 Historical perspective on interprofessional education.- Part 2: Philosophical and theoretical underpinning of health professional education.- 22 Philosophical positions in contemporary educational practice.- 23 Perspectives on learning: Overview of theories.- 24 Focus on theory: Cognitive neuroscience.- 25 Focus on theory: Expertise theories.- 26 Focus on theory: Mastery learning.- 27 Focus on theory: Threshold concepts.- 28 Focus on theory: Social semiotics.- 29 Focus on theory: Workplace-based learning theories.- 30 Focus on theory: Communities of practice.- 31 Focus on theory: Socio-material and complexity theories.- 32 Focus on theory: Activity theory.- 33 Focus on theory: Discovery learning.- 34 Focus on theory: Experiential learning.- 35 Focus on theory: Reflective practice.- 36 Focus on theory: Transformative learning.- 37 Focus on theory: Self-regulatory learning.- 38 Focus on theory: Foucault.- 30 Focus on theory: Bourdieu.- 40 Focus on theory: Baudrillard.- 41 Focus on theory: Professional identity theories.- 42 Making use of theory in health professions education: Scenario 1.- 43 Making use of theory in health professions education: Scenario 2.- 44 Making use of theory in health professions education: Scenario 3.- 45 Making use of theory in health professions education: Scenario 4.- Part 3 Curriculum considerations in health professions education.- 46 Approaches to curriculum design in health professions education.- 47 Health professional curricula and public engagement.- 48 The role of patients in health professions education.- 49 The emergence of competency-based health professions education.- 50 Interprofessional education: Why, when and how.- 51 Ethical issues in educational practice.- 52 Simulation in clinical re-placement.- 53 Managing the explosion of clinical knowledge for health professions.- 54 Approaches to developing clinical skills.- 55 Developing professional identity in health professional students.- 56 Hidden, informal and formal curricula in health professions education.- 57 Conversations to support learning in health professions education.- 58 The arts and humanities in health professions education.- 59 Creating safety in simulation-based education.- 60 Debriefing practices in simulation-based education.- 61 Written feedback in health professions education.- 62 Formal and informal supervision in health professions education.- 63 Ad hoc supervision in general practice.- 64 Identifying and managing underperforming students/trainees.- 65 Managing diversity in health professions education.- 66 Expanding scope of practice in health professions education.- Part 4 Supporting learning in clinical settings.- 67 Learning and teaching at the bedside: Expert commentary from an interprofessional perspective.- 68 Learning and teaching at the bedside: Expert commentary from a medical perspective.- 69 Learning and teaching at the bedside: Expert commentary from a nursing perspective.- 70 Learning and teaching at the bedside: Expert commentary from a midwifery perspective.- 71 Learning and teaching at the chair side: Expert commentary from a dental perspective.- 72 Learning and teaching in the operating theatre: Expert commentary from a surgical perspective.- 73 Learning and teaching in the operating theatre: Expert commentary from an anaesthetic perspective.- 74 Learning and teaching in the operating theatre: Expert commentary from nursing perspective.- 75 Learning and teaching in the outpatient department: Expert commentary from medical perspective.- 76 Learning and teaching in the outpatient department: Expert commentary from a paediatric perspective.- 77 Learning and teaching in critical care settings.- 78 Learning and teaching in rural settings.- 79 Learning and teaching in community settings.- 80 Learning and teaching in the emergency department.- Part 5: Assessment in health professions education.- 81 Approaches to assessment: A perspective from education.- 82 Measuring knowledge: Current practices in health professions education.- 83 Measuring attitudes: Current practices in health professions education.- 84 Measuring performance: Current practices in health professions education.- 85 Making meaning of psychometrics.- 86 Programmatic assessment.- 87 Focus on assessment methods: The Objective Structured Clinical Examination.- 88 Focus on assessment methods: Written examinations in health professions education.- 89 Focus on assessment methods: Entrustable professional activities.- 90 Focus on assessment methods: Work-place based assessment.- 91 Peer assessment in health professions education.- 92 Principles and practices of high stakes assessments in health professions education.- 93 Certification and revalidation for health professions practice.- 94 Focus on selection methods: Evidence and practices.- Part 6 Evidence-based health professions education: Focus on educational methods.- 95 Group learning in health professions education.- 96 Problem-based learning.- 97 Peer assisted learning.- 98 Portfolios in health professions education.- 99 Simulation for procedural skills.- 100 Simulation for clinical skills.- 101 Screen-based learning.- 102 Coaching in health professions education: The case of surgery.- Part 7 Evidence-based health professions education: Focus on content.- 103 Developing health professional teams.- 104 Supporting the development of professionalism.- 105 Developing patient safety.- 106 Supporting the development of professionalism in health professional students and trainees.- 107 Supporting the development of patient-centred communication skills.- 108 Supporting the development and maintenance of empathy in health professional students.- 109 Supporting the development of clinical reasoning.- 110 Teaching and learning biomedical sciences.- Part 8 Governance, quality improvement, scholarship and leadership in health professions education.- 111 Theories of programme evaluation.- 112 Programmatic evaluation in health professions curricula.- 113 Governance in health professions education: Entry level.- 114 Governance in health professions education: Specialty level.- 115 The role of the academy/professional association in health professions.- 116 Developing scholarship in health professions education.- 117 Developing educational leadership in health professions education.- 118 Constructing health professional identities: Becoming an educator.- Part 9 Future directions for health professions education.- 119 Global perspective on health professions education: Expert commentary from medicine.- 120 Global perspective on health professions education: Expert commentary from nursing.- 121 Health professional educators in the future.- 122 Health professions education in the future.