Home About us Contact
|
Home About us Contact | ||
|
|
||
Health Professional Education (health + professional_education)
Selected AbstractsWhere's the Patient's Voice in Health Professional Education?NURSING PHILOSOPHY, Issue 3 2006Article first published online: 12 JUN 200 [source] The state of the science in health professional educationMEDICAL EDUCATION, Issue 1 2010Kevin W Eva First page of article [source] Active patient involvement in the education of health professionalsMEDICAL EDUCATION, Issue 1 2010Angela Towle Context, Patients as educators (teaching intimate physical examination) first appeared in the 1960s. Since then, rationales for the active involvement of patients as educators have been well articulated. There is great potential to promote the learning of patient-centred practice, interprofessional collaboration, community involvement, shared decision making and how to support self-care. Methods, We reviewed and summarised the literature on active patient involvement in health professional education. Results, A synthesis of the literature reveals increasing diversity in the ways in which patients are involved in education, but also the movement's weaknesses. Most initiatives are ,one-off' events and are reported as basic descriptions. There is little rigorous research or theory of practice or investigation of behavioural outcomes. The literature is scattered and uses terms (such as ,patient'!) that are contentious and confusing. Conclusions, We propose future directions for research and development, including a taxonomy to facilitate dialogue, an outline of a research strategy and reference to a comprehensive bibliography covering all health and human services. Medical Education 2010: 44: 64,74 [source] An e-portfolio in health professional educationMEDICAL EDUCATION, Issue 5 2004M Lawson No abstract is available for this article. [source] "I'll never play professional football" and other fallacies of self-assessmentTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 1 2008Kevin W. Eva PhD Abstract It is generally well accepted in health professional education that self-assessment is a key step in the continuing professional development cycle. While there has been increasing discussion in the community pertaining to whether or not professionals can indeed self-assess accurately, much of this discussion has been clouded by the fact that the term self-assessment has been used in an unfortunate and confusing variety of ways. In this article we will draw distinctions between self-assessment (an ability), self-directed assessment seeking and reflection (pedagogical strategies), and self-monitoring (immediate contextually relevant responses to environmental stimuli) in an attempt to clarify the rhetoric pertaining to each activity and provide some guidance regarding the implications that can be drawn from making these distinctions. We will further explore a source of persistence in the community's efforts to improve self-assessment despite clear findings from a large body of research that we as humans do not (and, in fact, perhaps cannot) self-assess well by describing what we call a "they not we" phenomenon. Finally, we will use this phenomenon and the distinctions previously described to advocate for a variety of research projects aimed at shedding further light on the complicated relationship between self-assessment and other forms of self-regulating professional development activities. [source] | ||||||||||