http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Reflective teaching & learning in the health professions
action research in professional education
Reflective teaching and learning in the health professions
This volume deals with the nature of professional education and the need to produce professionals who are capable of reflection upon practice. It derives comprehensive guidelines for developing curricula and teaching methods that encourage reflective thinking. It is heavily research-based and the multiprofessional approach is unique to this subject matter. It should appeal to educators in all health science disciplines. The book includes an introduction to the concepts of reflection and reflective thinking and describes action research methodology used to carry out this study. Findings are presented in the form of case studies and the conclusions drawn are considered in the context of practical implementation.
Cover -- TOC36;Contents -- Preface -- Contributors -- Preview -- Part I58; Introduction -- CH36;146; The nature of reflection -- CH36;246; Action research and its application to the project -- Part II58; Developing reflective teaching in five healthcare courses -- CH36;346; The action research process -- CH36;446; Integrating theory and practice -- CH36;546; The use of learning contracts -- CH36;646; Writing reflective journals -- CH36;746; Promoting discussion from reflective writing -- Part III58; Synthesising conclusions about curricula -- CH36;846; Encouraging reflective writing -- CH36;946; Facilitating critical discussion -- Part IV58; The nature of reflection -- CH36;1046; The affective dimension of reflection -- CH36;1146; Triggers for reflection -- CH36;1246; Reflections on reflection -- References -- IDX36;Index -- Last Page.
Includes bibliographical references (pages 176-181) and index.
Osney Mead, Oxford, OX ; Malden, MA : Blackwell Science, 2001