4. Making the implicit explicit
04/30/24 • 7 min
Not all learning opportunities are immediately obvious as a lot of what goes on in healthcare - clinical reasoning, decision making, ethical considerations and so on - happens in our heads. Drawing on the concept of a cognitive apprenticeship, Tim and Clare explore a number of practical techniques for making our thinking as clinical teachers visible.
Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected].
Hosted on Acast. See acast.com/privacy for more information.
Not all learning opportunities are immediately obvious as a lot of what goes on in healthcare - clinical reasoning, decision making, ethical considerations and so on - happens in our heads. Drawing on the concept of a cognitive apprenticeship, Tim and Clare explore a number of practical techniques for making our thinking as clinical teachers visible.
Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected].
Hosted on Acast. See acast.com/privacy for more information.
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3. Surfacing the learning
Clinical placements form the basis of all health professions education programmes. Learners need to be prepared for these experiences, and their ideas, concerns and expectations explored.Clare and Tim talk about the usefulness of advanced organisers to enhance purposeful observation.They also discuss how learners observe us, their teachers at work, and how role modelling is a powerful tool for learning, and a major influence on career development.
Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected].
Hosted on Acast. See acast.com/privacy for more information.
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5. Developmental conversations
Good supervision involves conversations about both performance and development and is informed by the requirements of curricula and professional standards. It is at its most effective in the context of a mutually agreed educational alliance. Feedback is the most impactful form of developmental conversation that we can use as teachers. It can be challenging but as Clare and Tim warn, there are dangers of ‘keeping mum’.
Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected].
Hosted on Acast. See acast.com/privacy for more information.
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