On the place of educational theory in the professional development of clinical educators.
Different views exist about the training needs of new clinical educators and how they might be met. This contributes to the variably of early professional development offerings. One area of contention concerns the value of educational theory. A paper published in this journal questioned the importan...
| Publicado en: | Education for Primary Care Vol. 36; no. 3; pp. 64 - 68 |
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| Autor principal: | |
| Formato: | Journal Article |
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Taylor & Francis Ltd
May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184864759&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184864759 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14739879 NAK jtl: Education for Primary Care issn: 14739879 maglogo: N pubinfo: dt: May2025 vid: 36 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 184864759 183746771 10.1080/14739879.2025.2475348 184864759 ppf: 64 ppct: 4 formats: tig: atl: On the place of educational theory in the professional development of clinical educators. aug: au: Clement, Tim affil: Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Victoria, Australia sug: subj: Family Practice Education Education, Clinical Faculty, Medical Education Faculty Development Educational Theory Staff Development Physicians, Family Theory-Practice Relationship Teaching Job Experience ab: Different views exist about the training needs of new clinical educators and how they might be met. This contributes to the variably of early professional development offerings. One area of contention concerns the value of educational theory. A paper published in this journal questioned the importance of educational theory in delivering effective GP training and the authors claimed that they had been unable to find an explicit exploration of this issue. If we look to another field – teacher training – the place of educational theory has been thoroughly explored. Leading teacher educators have reported how unsuccessful the 'theory-first' approach has been in influencing teachers' practice and improving pupils' education. 'Realistic teacher education' is proposed as an alternative, which starts from student teachers' practical experiences and the needs and concerns that arise from them. This 'theory-later' approach has influenced novel forms of professional development for clinical educators, where theory is introduced if it is perceived as being relevant to the teaching and learning problems under discussion. This requires facilitators who are comfortable in working from practice to theory. Forsaking a 'theory-first' approach in foundational courses should not make educational theory disappear but prompts course designers to ask if it is better placed in subsequent professional development offerings when clinical educators have had some teaching experience. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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