The importance of learning in the workplace has long been recognised in clinical education, however the twin demands of the explosion in clinical knowledge and the changing dynamics of the clinical workplace have exposed the shortcomings of existing clinical learning practices and understandings of clinical learning in the workplace. There is a growing demand for conceptual and methodological tools that can help to develop understanding of the complex set of relationships involved in learning in professional healthcare contexts. This ground-breaking volume brings together the work of pioneering scholars of learning and is unique in providing a detailed account of socio-cultural theory in relation to clinical education. Work-based Learning in Clinical Settings clearly illustrates the potential breadth of application and the strength and diversity of research in this field. Each chapter engages with a distinct issue and follows a specific structure to present an extended case-based presentation of the research that explains the: .architecture of the concept or theory .application of the concept/theory to clinical education .methodological approaches used as well as the implications and limitations . understanding of the workplace clinical learning that emerged as a result of the research It is ideal for professionals in clinical education, healthcare policy makers and shapers, and postgraduate students who will find the thorough, innovative research enlightening.
Viv Cook, Caroline Daly and Mark Newman respectively Senior Lecturer in Medical Education, Barts Hospital and the London School of Medicine and Dentistry, University of London; Reader, Institute of Education, University of London; Reader, Assistant Director, Health and Wellbeing, Institute of Education, University of London
About the editors. List of contributors. Introduction. Re-imagining 'the firm': clinical attachments as time spent in communities of practice. Learning to teach on the job: exploring the shape and significance of learning through work activity in medical settings. Assessment in natural settings in obstetrics and gynaecology: insights from a guided learning perspective. Developing a social constructivist model of nursing's pedagogic practice using Bernstein's educational theories. From classroom to clinic: an activity theory perspective. 'The hidden curriculum': learning the tacit and embodied nature of nursing practice. Learning in the operating theatre: a social semiotic perspective. Establishing patient safety nets: how Actor-Network-Theory can inform clinical education research. Ethnomethodological workplace studies and learning in clinical practice. Narrative methodology: understanding learning experiences in an online. Programme of professional development. Review: communication, knowing and being in work-based learning. Index.