000			01797cam a22002294a 4500
999			_c6306 _d6306
003			OSt
005			20191226220901.0
008			001031s2001 enk b 001 0 eng
020			_a0632057394
060			_aW 18 KR 2001
245	0	0	_aReflective teaching & learning in the health professions : _baction research in professional education.
260			_aOsney Mead, Oxford, OX ; _aMalden, MA : _bBlackwell Science, _c2001.
300			_axix, 187 p. _c24 cm. _bill.
504			_aIncludes index.
520			_aThe 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.
650		0	_aMedicine
650		0	_aThought and thinking. _99044
650		0	_aMedical education.
650		0	_aLearning.
700	1		_aKember, David.
942			_2ddc _cBK