Clinical Education for the Health Professions

Over 35 years, Debra Nestel has worked at the University of Hong Kong, China, Imperial College, United Kingdom, the University of Melbourne and Monash University, Australia. Her first degree was in sociology, and her doctorate in program evaluation and communication skills education in medicine and dentistry. Currently, her education and research activities focus on faculty development for health professional, surgical and simulation educators. Debra is an experienced editor-in-chief (EIC) and has edited several books. She was the foundation EIC of Advances in Simulation and is EIC of the International Journal for Healthcare Simulation. Debra is a Fellow, Academy of the Society for Simulation in Healthcare (United States) and, is also a Fellow, Academy of Medical Educators (United Kingdom). In 2021, Debra was appointed as Member of the Order of Australia for her service to medical education and simulation. She has received the Ray Page Lifetime SimulationService Award and a Presidential Citation from the Society for Simulation in Healthcare.   For most of his academic career, Gabriel Reedy has led the interprofessional postgraduate program in health professions education at King’s College, London, the largest health sciences university in Europe. His research focuses on how healthcare professionals and emergency responders learn, and how to support and train them more effectively, with a focus on the power of simulated environments and how they can help train individuals, teams, departments, organisations, and inter-agency systems. He is a Principal Fellow of the Higher Education Academy (United Kingdom), a Fellow, Academy of Medical Educators (United Kingdom), and Fellow, Academy of the Society for Simulation in Healthcare (United States). He has served on the Scientific Committee of the Society for Simulation in Europe (SESAM) and the Research Committee for the Society for Simulation in Healthcare (United Kingdom). He is Editor-in-Chief of Advances in Simulation.   Over 30 years, Lisa McKenna has worked at Monash University and La Trobe University, Australia. Her initial qualifications were hospital-based nursing and midwifery certificates with her first degree in education. She has since completed postgraduate degrees in education, business administration, and history, and a PhD in nursing. Lisa is currently the Dean, School of Nursing and Midwifery at La Trobe, and EIC of Collegian: The Australian Journal of Nursing Practice, Scholarship and Research from 2014-2022. Lisa has published extensively on nursing, midwifery, and health professions education. Her recent research has focused on health workforce development and competence. In 2022, Lisa was inducted into the Sigma International Nurse Researcher Hall of Fame.    Suzanne Gough is an Associate Professor in Physiotherapy and Associate Dean, Learning and Teaching, at Bond University, Australia. She is a member of the Bond Translational Simulation Collaborative team, with national and international experience in healthcare simulation education. Suzanne transitioned from clinical to academic practice in 2004, as a Senior Lecturer at Manchester Metropolitan University. She is a Principal Fellow of the Higher Education Academy (United Kingdom). As Principal Investigator, she has led international project teams to develop simulated patient governance frameworks and training resources for use across the United Kingdom, on behalf of Health Education England. Suzanne’s current research interests include the use of virtual reality across diverse patient groups, simulation and technology enhanced learning, stress and burnout, and curriculum design.

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 surgicaleducation.- 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.- 69Learning 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 healthprofessions 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.