| Description |
1 online resource (xvi, 291 pages) |
| Series |
Advances in medical education ; v. 1 |
|
Advances in medical education ; v. 1.
|
| Contents |
Part 1 Medical Education -- A Democratising Force for Medicine -- Medical Education as Patient -- Beyond Practical Reasoning -- Learning from Learning Theory -- Socio-Cultural Learning Theories -- Part 2 Identity, Power and Location in Medical Education -- Producing Doctors -- New Forms of Identity in a Runaway World of Medicine -- The Medical Educator and the Clinical Teacher -- Identity Construction of the Medical Educator Through Learning and Writing -- Power in Medical Education -- Place Matters: Location in Medical Education -- Learning by Simulation and the Simulation of Learning -- Global Medical Education -- A Post Colonial Dilemma -- Part 3 Medical Education Research A Democratising Force for Medical Education -- Lets Get Real: Medical Students Learning from, with and About Patients -- Texts, Authoring and Reading in Medical Education -- Lack, Trajectories and Ruptures in Medical Education Research -- A Framework for Medical Education Research: Cultures, Contexts and Concepts -- Part 4 A Medical Education for the Future -- Identities, Powers and Locations: What Does the Future Hold for Medical Education -- From Pedagogy to Policy: A Regulatory Framework for Medical Education |
| Summary |
The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future."This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now."Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions |
| Analysis |
onderwijs |
|
education |
|
medisch onderwijs |
|
medical education |
|
geneeskunde |
|
medicine |
|
volksgezondheid |
|
public health |
|
leerplan |
|
curriculum |
|
Education (General) |
|
Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references and indexes |
| Notes |
English |
|
Print version record |
| Subject |
Medical education
|
|
Education, Medical
|
|
MEDICAL -- Education & Training.
|
|
Medical education.
|
|
Medicine.
|
|
Curriculum planning.
|
|
Education.
|
|
Médecine.
|
|
Medical education
|
| Form |
Electronic book
|
| Author |
Bligh, John.
|
|
Browne, Julie.
|
| ISBN |
9789048196920 |
|
9048196922 |
|
9789048196913 |
|
9048196914 |
|
