Clinical Education in the Health Professions.
Article Type: Book review
Subject: Books (Book reviews)
Author: Kidd, Martin
Pub Date: 07/01/2010
Publication: Name: New Zealand Journal of Physiotherapy Publisher: New Zealand Society of Physiotherapists Audience: Academic Format: Magazine/Journal Subject: Health Copyright: COPYRIGHT 2010 New Zealand Society of Physiotherapists ISSN: 0303-7193
Issue: Date: July, 2010 Source Volume: 38 Source Issue: 2
Topic: NamedWork: Clinical Education in the Health Professions (Nonfiction work)
Persons: Reviewee: Delaney, Clare; Molloy, Elizabeth
Accession Number: 263992610
Full Text: Clinical Education in the Health Professions. Clare Delaney, Elizabeth Molloy (eds) 2009.Churchill Livingstone, ISBN: 978 0 7295 3900 5 (pbk). 193 pages. RRP NZ$99.43

"Clinical Education in the Health Professions", as the title suggests, is written with clinical educators as the intended audience. The book brings together a timely and cogent series of contributions from authors recognized as leaders in contemporary clinical education. The purpose of the book is to invite readers, using a range of up-to-date references, to consider their current education practices, and compare them with suggested best practice. Physiotherapy clinical education is drawn upon frequently to illustrate modern educational approaches, reflecting the professional origins of most of the authors.

The book is divided into three sections: knowledge construction, communities and cultures of practice, and teaching and learning practices. Within each of these sections, which flow logically from one to the next, are some real gems for clinical educators. For example, an action plan to integrate personal, cultural, and institutional factors of both student and educator is outlined. There is an emphasis on how students position themselves in a new workplace, and suggestions on how clinical educators can facilitate that positioning. Also, there are good examples of how interprofessional education activities might work, and some practical examples of how feedback with a student may be enhanced.

The writing style of contributors is variable. Some chapters are heavy on academic-speak, which make them less palatable to the pragmatic approach of most clinical educators. The majority of chapters, however, should provide easier reading to anyone who aims to affirm or improve the clinical education of students. The contribution on clinical competence, framed in an Australian context, fails to address indigenous health education issues in any way, rather focusing on supporting immigrant students. Otherwise, all of the chapters are very relevant to a New Zealand audience.

One could be tempted to skip straight to the final few chapters, in particular those on clinical reasoning, feedback, and assessment, because therein lie the best tips for practice enhancement. However, the understanding of concepts in these final chapters is underpinned by preceding sections, so it is recommended that readers familiarize themselves with the theories presented throughout the book. Overall it is a good read, and well worth purchasing as a relevant and up-to-date reference for all clinical educators.

Martin Kidd, BSc, DipPT, PGDip Tert Tchg, MHealSci, NZRP, Clinical Coordinator, School of Physiotherapy, University of Otago
Gale Copyright: Copyright 2010 Gale, Cengage Learning. All rights reserved.


 
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