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Medical Education for the Future (Record no. 20888)

000 -LEADER
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003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310150702.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 110219s2011 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789048196920
978-90-481-9692-0
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number R735-845
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 610.71
Edition number 23
264 #1 -
-- Dordrecht :
-- Springer Netherlands :
-- Imprint: Springer,
-- 2011.
912 ## -
-- ZDB-2-SME
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Bleakley, Alan.
Relator term author.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title Medical Education for the Future
Medium [electronic resource] :
Remainder of title Identity, Power and Location /
Statement of responsibility, etc by Alan Bleakley, John Bligh, Julie Browne.
300 ## - PHYSICAL DESCRIPTION
Extent XVI, 292 p.
Other physical details online resource.
440 1# - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Advances in Medical Education,
International Standard Serial Number 2211-1298 ;
Volume number/sequential designation 1
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Contents Acknowledgements Introduction PART ONE: MEDICAL EDUCATION – A DEMOCRATISING FORCE FOR MEDICINE -- Chapter 1: Medical education as patient Not prophecy, but spotting trends Medical education in an historical key Crossroads and crisis: how is the patient? The symptom may be the ‘education’ in medical education, while the cure may be a new approach to education -- Chapter 2: Beyond practical reasoning From critical thinking to practical reasoning: a necessary but not sufficient change in medical education A new wave of medical education thinking ‘Good enough’ is not good enough -- Chapter 3: Learning from learning theory To the things themselves Where’s the sense in medical education? - revisiting practical knowing -- Chapter 4: Socio-cultural learning theories Learning from history Three approaches to learning Miller lite Contrasting metaphors for learning Activity theory Cognitive apprenticeship and distributed cognition Dynamicist learning and complexity Systems thinking and learning Conclusions PART TWO: IDENTITY, POWER AND LOCATION IN MEDICAL EDUCATION -- Chapter 5: Producing doctors What is ‘identity’? From the identity of ‘medical student’ to the identity of ‘doctor’: can learning theory illuminate this transition? Actor-Network-Theory (ANT) Communities of Practice (COP) Cultural-historical Activity Theory (CHAT) -- Chapter 6: New forms of identity in a runaway world of medicine Can the centre hold? The doctor as diagnostician, symptomatologist and connoisseur The doctor at work in the 21st century: emergence of new identities such as the ‘medical citizen -- Chapter 7: The medical educator and the clinical teacher Unpicking the threads A framework for discussing the identity of the medical educator Using social learning theory frameworks to identify the medical educator and clinical teacher -- Chapter 8: Identity construction of the medical educator through learning and writing Introduction Identity defined by philosophy of teaching and learning: student-centredness and democracy in the classroom and clinic A literary perspective on identities of the medical educator -- Chapter 9: Power in medical education Bodies of power Sovereign, capillary, virtue, and virtual power -- Chapter 10: Place matters: location in medical education Introduction Where are we in medical education? Hospital architectures and cognitive architectures The white cube Work-based learning: vocation as location and deterritorialization -- Chapter 11: Learning by simulation and the simulation of learning An age of simulation Theory of simulation: classical to postmodern Strengths and weaknesses of learning by simulation The simulation project: will a dialogue emerge between simulation and work-based learning?- Chapter 12: Global medical education – a post-colonial dilemma Imperialism by the back door? Comparative education Is western medical education infectious? Flaws in the global medical education vision Global, local, or ‘glocal’? The trade in knowledge as a commodity From reinforcing the colonial legacy to challenging the colonial gaze Empire and forms of resistance PART THREE: MEDICAL EDUCATION RESEARCH – A DEMOCRATISING FORCE FOR MEDICAL EDUCATION -- Chapter 13: Let’s get real: medical students learning from, with and about patients Productive forms of the medical encounter Towards an authentic patient-centred medical education Learning from the past Medical students learning from patients, supported by clinical teachers: a new vintage Patient, medical student and doctor exchanges in medical education -- Chapter 14: Texts, authoring and reading in medical education The text is produced, not given (doing, talking and reading in the patient encounter) Kinds of text in reading patients: a summary model Text is not an answer, but a question Problem-based learning or patient-based learning? Evidence for the value of a triadic model -- Chapter 15: Lack, trajectories and ruptures in medical education research Medical education research at a crossroads Origins of medical education research A five-point agenda for improving medical education research -- Chapter 16: A framework for medical education research: cultures, contexts and concepts. Identity, power and location revisited Cultures Contexts Concepts Landscape Bibliography Index.
520 ## - SUMMARY, ETC.
Summary, etc 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
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Medicine.
Topical term or geographic name as entry element Curriculum planning.
Topical term or geographic name as entry element Medical Education.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Medical Education.
Topical term or geographic name as entry element Medicine/Public Health, general.
Topical term or geographic name as entry element Learning & Instruction.
Topical term or geographic name as entry element Curriculum Studies.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Bligh, John.
Relator term author.
Personal name Browne, Julie.
Relator term author.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9789048196913
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-90-481-9692-0
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-04-08AUM Main Library2014-04-08 2014-04-08 E-Book   AUM Main Library610.71
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