Surgical Education: Theorising an Emerging Domain delineates
surgical (as opposed to medical) education as a new and emerging
field of academic enquiry. This reflects profound changes in
healthcare training and practice on an international basis. As
such, this book introduces, examines and explores the contribution
of selected concepts and theories to surgical learning and
practice. The first four chapters consider core facets of surgical
education, such as simulation, while subsequent chapters take a key
idea, often well known in another field, and examine its relevance
to surgical education.
Of course, performing invasive procedures is no longer the
exclusive preserve of traditional surgeons. Boundaries between
surgery and the interventional specialties (radiology, cardiology,
intensive care) are becoming increasingly blurred, especially as
technology continues to expand. Changing work patterns and
explosive technological development mark this out as a major growth
area. New educational approaches (e.g. the use of simulation) are
emerging. And all clinical practice is a team activity, where
clinicians from many specialties (medicine, nursing, allied
professions) come together with shared goals. For all the above
groups, and their patients, education (teaching, training, learning
and assessment) is of crucial importance.
Yet the unique characteristics of surgical education have not
previously been addressed from an educational perspective, nor have
its possibilities as a new research domain been mapped. The domain
needs to be theorised and its epistemological foundations
established. There is thus both a need and a market for a
definitive work in this area, aimed at surgeons, other clinicians,
non-clinicians, educators, and others interested in this new
domain."
General
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