Beschreibung
Inhaltsverzeichnis
1. The environment of surgical education and training: Roger Kneebone and Heather Fry.- 2. Educational ideas and surgical education: Heather Fry.- 3. Simulation: Roger Kneebone.- 4. Researching surgical education: Heather Fry, Nick Sevdalis, Roger Kneebone.- Part 2.- 5. Conceptualising surgical education assessment: Lambert W.T. Schuwirth and Cees P.M. van der Vleuten.- 6. The scalpel and the a¿¿mask¿: threshold concepts and surgical education: Ray Land and Jan H.F. Meyer.- 7. The surgeon¿s expertise: K Anders Ericsson.- 8. Current and future simulation and learning technologies: Fernando Bello and Harry Brenton.- 9. The role of patients: Debra Nestel and Linda Bentley.- 10. Self-monitoring in surgical practice: slowing down when you should: Carol- Anne Moulton and Ron Epstein.- 11. Learning and identity in the professional world of the surgeon: Alan Bleakley.- 12. Beyond a¿¿communication skills¿: research in team communication and implications for surgical education: Lorelei Lingard.- 13. Surgical education: perspectives on learning, teaching and research: Gunther Kress.- Afterword: Roger Kneebone and Heather Fry.
Autorenporträt
Heather Fry is Director (Education and Participation) at the Higher Education Funding Council for England (HEFCE). Prior to joining HEFCE in 2008 she worked at universities in England and overseas, including at Imperial College London, and the Institute of Education and Barts and London Medical and Dental School, both University of London. She also worked for many years as education faculty at the Royal College of Surgeons of England. She has taught and researched in a number of areas, including being joint founder and co-director of the UK's first master's in Surgical Education at Imperial, with Roger Kneebone. Her expertise is in the policy of higher and professional education and facilitating learning in these two contexts. She has published extensively across her varied areas of interest. Roger Kneebone is Reader in Surgical Education at Imperial College London. Roger trained first as a general surgeon, then changed course to become a general practitioner and GP trainer in a large group practice near Bath. In 2003, after completing his PhD in surgical education, Roger joined Imperial College London. His current research focuses on using simulation to contextualise clinical learning, and on mapping clinical environments from a pedagogical perspective. He has developed innovative approaches to learning and assessing clinical procedures (using hybrid combinations of models and simulated patients) and is currently developing lightweight, portable yet realistic surgical environments for training and assessment. Roger publishes extensively and directs Imperial's Masters in Education (M Ed) in Surgical Education.
