Reflective teaching & learning in the health professions : action research in professional education.
Material type: TextPublication details: Osney Mead, Oxford, OX ; Malden, MA : Blackwell Science, 2001. Description: xix, 187 p. 24 cm. illISBN: 0632057394Subject(s): Medicine | Thought and thinking | Medical education | LearningNLM classification: W 18 KR 2001Summary: The concept of reflection excite considerable interest among professional educators, but there are still many unresolved issues about how best to design and implement courses that successfully encourage reflection. This book is unique in helping health science educators to answer a range of key questions: How do you arrange courses to encourage reflective thinking?How do you overcome blockages to reflective thinking? How do you integrate theory and practice into courses? How do you know whether students are reflecting? Are existing models of reflective adequate? Based on an action research project the text provides comprehensive guidelines for developing curricula and teaching methods that will produce professionals capable of reflection upon practice. Set in the context of lifelong learning, the authors tackle two of the most topical issues in health care education today - the integration of theory and practice, and reflection. The strong research base and multi professional approach make this book unique within its subject area and of interest to educators of all health sciences disciplines.Item type | Current library | Call number | Status | Date due | Barcode |
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Books | FNPH LIBRARY | W 18 KR 2001 (Browse shelf(Opens below)) | Available | 11153 |
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W 18 I 2000 Information,education and communication: | W 18 I 2001 Information, education and communication: | W 18 JR 2014 Review of preventive and social medicine. | W 18 KR 2001 Reflective teaching & learning in the health professions : | W 18 LM 1993 Medical education. | W 18 MD 1998 Dimensions of community health. | W 18 MD 1998 Dimensions of community health. |
Includes index.
The concept of reflection excite considerable interest among professional educators, but there are still many unresolved issues about how best to design and implement courses that successfully encourage reflection. This book is unique in helping health science educators to answer a range of key questions: How do you arrange courses to encourage reflective thinking?How do you overcome blockages to reflective thinking? How do you integrate theory and practice into courses? How do you know whether students are reflecting? Are existing models of reflective adequate? Based on an action research project the text provides comprehensive guidelines for developing curricula and teaching methods that will produce professionals capable of reflection upon practice. Set in the context of lifelong learning, the authors tackle two of the most topical issues in health care education today - the integration of theory and practice, and reflection. The strong research base and multi professional approach make this book unique within its subject area and of interest to educators of all health sciences disciplines.
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