Collaborative Clinical Education: The Foundation of Effective Health Care (Springer Series on Medical Education)

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9780826180315: Collaborative Clinical Education: The Foundation of Effective Health Care (Springer Series on Medical Education)

This book is intended for those who now are and those who intend to become clinical teachers in the health professions. The focus of the book is on the generic steps, strategies, and principles of effective teaching that can be applied when teaching in any clinical setting. These steps, strategies, and principles are illustrated with numerous examples drawn from clinical education in a variety of settings.

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From the Back Cover:

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This book is intended for those who are now, and those who intend to become, clinical teachers in the health professions. Its primary focus is the teaching of medical students and residents, but the principles discussed apply equally to teaching students in other health professions. The main focus is on the "process" of teaching--the strategies and tactics involved in helping others learn--and the authors discuss the generic steps, strategies, and principles of effective teaching that apply in any clinical setting. They do, however, draw numerous examples from clinical education in a variety of settings.

The authors specifically stress the notion of collaboration, an issue closely related to the public's considerable dissatisfaction with the modern health care system. to create a more effective, responsive system, they argue, there is a need to change the ways that health care is provided and the way it is taught. A collaborative approach is needed in both health care and medical education, one that involves partnerships between clinicians and patients, and between teachers and learners. Also prominent throughout the book is the idea that clinical education can be planned and conducted in far more systematic ways than is now common. An overarching goal of the book is to provide readers with an enlarged set of options to consider using when faced with the inevitable multiciplicity of decisions confronting cllinical educators. "

About the Author:

Jane Westberg, PhD, is Clinical Professor in the Department of Family Medicine and Faculty Associate in the Ethics and Humanities Program at the University of Colorado Health Sciences Center. She is also Associate Editor of Education for Health and Co-Director of the Center for Instructional Support in Boulder, Colorado. Previously, she served on the faculties of the University of Miami School of Medicine (where she was Associate Professor of Family Medicine and Associate Director of the National Center for Faculty Development) and George Washington University School of Medicine.

Dr. Westberg has consulted with, and designed and facilitated workshops for, thousands of health professions educators in a wide range of areas, particularly teaching, learning and communication in education and health care. She has written numerous articles, chapters, and instructional materials for health professionals and is senior author (coauthor Hilliard Jason) of the CIS GuideBooks: Providing Constructive Feedback (1991) and Making Presentations (1991), and of the Springer Publishing Company books: Collaborative Clinical Education: The Foundation of Effective Health Care (1993), Teaching Creatively with Video: Fostering Reflection, Communication and Other Clinical Skills (1994), and Fostering Learning in Small Groups: A Practical Guide (1996), all with Hilliard Jason. She is co-author, also with Jason, of Teachers and Teaching in U.S. Medical Schools and lead writer and producer-director of more than 40 educational video programs and an audiotape program and set of manuals entitled, Spanish in Health Care, which is designed to help students and professionals learn the Spanish needed for interacting with Spanish-speaking patients.



Hilliard "Hill" Jason, MD, EdD, is the first person known to have pursued both medical and education doctorates. After completing his residency and Certificate in Psychiatry at Strong Memorial Hospital, University of Rochester and the Alan Memorial Institute, McGill University, he has devoted his career to finding ways to help enhance and humanize the teaching and communication processes in the health professions. He is currently Clinical Professor of Family Medicine and Faculty Associate in the Ethics and Humanities Program at the University of Colorado School of Medicine. He is also Editor of the journal, Education for Health, and Co-Director of the Center for Instructional Support in Boulder, Colorado.

Dr. Jason has been on the faculties of the University of Rochester School of Medicine (1963-66), Michigan State University's College of Human Medicine (where he was Professor and founding Director of the Office of Medical Education Research and Development, 1966-72), the George Washington University School of Medicine (Clinical Professor of Psychiatry, 1972-78), and the University of Miami School of Medicine (1978-90), where he was Professor of Psychiatry and Director of the National Center for Faculty Development. Hill was also Scholar in Residence at the National Library of Medicine (1972-74), and founding Director of the Division of Faculty Development at the Association of American Medical Colleges (1974-78).

He has consulted with, and done workshops for, most of the medical schools in the U.S. and Canada, and with health professions organizations in 27 other countries. He had been host of more than 60 nationally distributed educational television programs and anchored five multi-day, multi-national live educational teleconference. He and his wife, Jane Westberg, Ph.D., have co-authored 6 academic books, more than 40 nationally distributed educational television programs and many articles and editorials. Together, they have offered hundreds of faculty development workshops for thousands of teachers in the health professions. Hill initiated and devised the major study of clinical reasoning that was reported in the book, Medical Problem Solving (Elstein AS, Shulman LS, & Spraftka SA., 1978). He also devised and ran the largest study known to have been conducted of medical teachers, reported in the book, Teachers and Teaching in U.S. Medical Schools (Jason H & Westberg J, 1982). He is co-author (with Jane Westberg) of: Making Presentations (1991); Providing Constructive Feedback (1991); Teaching Creatively with Video: Fostering Reflection, Communication and Other Clinical Skills (1994); and Fostering Learning in Small Groups: A Practical Guide (1996). The last 3 of these books are part of the Springer Publishing Company's Series on Medical Education, and the last two are also part of their Series on Nursing Education.

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