Supporting the development of skills for extended practice in biomedical science
| Autor: | Nabeel Salmons, Martin Khechara, Abigail Pugh, Karen Kendall, Sara Smith, Uttara Karnik, Kelvin Robson |
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| Rok vydání: | 2019 |
| Předmět: |
Delegate
05 social sciences Professional development 050301 education Qualitative property Cognitive reframing Education Variety (cybernetics) 03 medical and health sciences 0302 clinical medicine Professional learning community Engineering ethics 030212 general & internal medicine Action research Thematic analysis Life-span and Life-course Studies Psychology 0503 education |
| Zdroj: | Higher Education, Skills and Work-Based Learning. 9:712-722 |
| ISSN: | 2042-3896 |
| DOI: | 10.1108/heswbl-02-2019-0029 |
| Popis: | Purpose Continual professional development is essential to foster and enhance professionals’ abilities. A wide variety of methods have been adopted to support professional learning for healthcare professions but many still focus upon a need to update knowledge and the learning of isolated competencies for practice. The purpose of this paper is to report upon a collaborative partnership that enabled the reframing of a professional development course away from this objectivist epistemology to foster pedagogically appropriate approaches nurturing the development of the knowledge and skills required for extended practice in specimen dissection. Design/methodology/approach An action research approach informed this study which drew upon aspects of simulated learning, “creative play” and “hands-on” practice to nurture development of the knowledge and mastery of essential skills required for extended practice in dissection. A questionnaire allowed the gathering of quantitative and qualitative data from delegates. Open coding of delegate free-text responses enabled thematic analysis of the data. Findings Delegates reported upon a positive learning and teaching experience providing them with a unique opportunity to develop the essential skills and knowledge required to enhance their extended practice. Four key themes were identified from delegate feedback: legitimacy of learning experience; safe-space for learning; confidence as a practitioner; and professional and social interactions. Originality/value Research into skill development in this field is currently lacking. Findings highlight the value of a creative approach to professional development which enables individuals to master the skills required for practice. It also underlines the importance and value of collaborative partnerships. As allied health professionals advance and extend their roles professional development must move away from the didactic delivery of isolated topics and ensure that it offers legitimate learning experiences allowing skill development and technique mastery alongside knowledge enhancement. |
| Databáze: | OpenAIRE |
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