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Making sense of clinical teaching a hands-on guide to success

"Preface With the recent adoption of student-centred learning approaches, clinical teachers are no longer transmitters of factual knowledge or 'spoon feeders'. Teachers' responsibilities in current education are now widely varied and include encouraging critical thinking, fostering curiosity and searching for explanations, monitoring group progress, facilitating students' collaborative learning, giving constructive feedback and motivating students to achieve their potential. Making Sense of Clinical Teaching is written for teachers who want to reach their potential and achieve excellence in their profession. The contents of this book are the result of several years of extensive research in this area and reflect the editor's experiences in teaching and training staff in higher education. They also reflect the views of 38 medical and health professionals from a number of countries including Australia, New Zealand, Japan, Hong Kong, Singapore, Taiwan, Saudi Arabia, United Kingdom, Sweden, United States and Canada. Over the last ten years, I have run more than 70 workshops to enhance the teaching and facilitation skills of teachers and educators. These workshops were conducted for academic staff and clinicians from several universities in Australia, South East Asia, and beyond. In these workshops, I ask the participants to write down the name of the best teacher they have ever had and list what was unique about this teacher. In what way were they different? What qualities did they possess? Interestingly, certain qualities are common among many of these teachers. Even when I asked secondary and primary school teachers in Australia to provide me with their views, there were no differences between the three groups"--Provided by publisher.

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  • "Making sense of clinical teaching"

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  • ""Preface With the recent adoption of student-centred learning approaches, clinical teachers are no longer transmitters of factual knowledge or 'spoon feeders'. Teachers' responsibilities in current education are now widely varied and include encouraging critical thinking, fostering curiosity and searching for explanations, monitoring group progress, facilitating students' collaborative learning, giving constructive feedback and motivating students to achieve their potential. Making Sense of Clinical Teaching is written for teachers who want to reach their potential and achieve excellence in their profession. The contents of this book are the result of several years of extensive research in this area and reflect the editor's experiences in teaching and training staff in higher education. They also reflect the views of 38 medical and health professionals from a number of countries including Australia, New Zealand, Japan, Hong Kong, Singapore, Taiwan, Saudi Arabia, United Kingdom, Sweden, United States and Canada. Over the last ten years, I have run more than 70 workshops to enhance the teaching and facilitation skills of teachers and educators. These workshops were conducted for academic staff and clinicians from several universities in Australia, South East Asia, and beyond. In these workshops, I ask the participants to write down the name of the best teacher they have ever had and list what was unique about this teacher. In what way were they different? What qualities did they possess? Interestingly, certain qualities are common among many of these teachers. Even when I asked secondary and primary school teachers in Australia to provide me with their views, there were no differences between the three groups"--Provided by publisher."
  • ""Preface With the recent adoption of student-centred learning approaches, clinical teachers are no longer transmitters of factual knowledge or 'spoon feeders'. Teachers' responsibilities in current education are now widely varied and include encouraging critical thinking, fostering curiosity and searching for explanations, monitoring group progress, facilitating students' collaborative learning, giving constructive feedback and motivating students to achieve their potential. Making Sense of Clinical Teaching is written for teachers who want to reach their potential and achieve excellence in their profession. The contents of this book are the result of several years of extensive research in this area and reflect the editor's experiences in teaching and training staff in higher education. They also reflect the views of 38 medical and health professionals from a number of countries including Australia, New Zealand, Japan, Hong Kong, Singapore, Taiwan, Saudi Arabia, United Kingdom, Sweden, United States and Canada. Over the last ten years, I have run more than 70 workshops to enhance the teaching and facilitation skills of teachers and educators. These workshops were conducted for academic staff and clinicians from several universities in Australia, South East Asia, and beyond. In these workshops, I ask the participants to write down the name of the best teacher they have ever had and list what was unique about this teacher. In what way were they different? What qualities did they possess? Interestingly, certain qualities are common among many of these teachers. Even when I asked secondary and primary school teachers in Australia to provide me with their views, there were no differences between the three groups"--Provided by publisher."@en
  • ""Preface With the recent adoption of student-centred learning approaches, clinical teachers are no longer transmitters of factual knowledge or 'spoon feeders'. Teachers' responsibilities in current education are now widely varied and include encouraging critical thinking, fostering curiosity and searching for explanations, monitoring group progress, facilitating students' collaborative learning, giving constructive feedback and motivating students to achieve their potential. Making Sense of Clinical Teaching is written for teachers who want to reach their potential and achieve excellence in their profession. The contents of this book are the result of several years of extensive research in this area and reflect the editor's experiences in teaching and training staff in higher education. They also reflect the views of 38 medical and health professionals from a number of countries including Australia, New Zealand, Japan, Hong Kong, Singapore, Taiwan, Saudi Arabia, United Kingdom, Sweden, United States and Canada. Over the last ten years, I have run more than 70 workshops to enhance the teaching and facilitation skills of teachers and educators. These workshops were conducted for academic staff and clinicians from several universities in Australia, South East Asia, and beyond. In these workshops, I ask the participants to write down the name of the best teacher they have ever had and list what was unique about this teacher. In what way were they different? What qualities did they possess? Interestingly, certain qualities are common among many of these teachers. Even when I asked secondary and primary school teachers in Australia to provide me with their views, there were no differences between the three groups"--Résumé de l'éditeur."

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  • "Making sense of clinical teaching"
  • "Making sense of clinical teaching a hands-on guide to success"@en
  • "Making sense of clinical teaching : a hands-on guide to success"
  • "Making sense of clinical teaching : a hands-on guide to success"@en
  • "Making sense of clinical teaching"@en

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