Luminary Learning Gastrointestinal Disorder- Issue 1
66 • LUMINARY LEARNING: GASTROINTESTINAL DISORDERS talk—and steer the discourse of practice in productive directions. Although adding structure may reduce agency (Teunissen, 2015), it likely augments learning from practice. We suggest that patient-focused quality improvement projects and simulations aligned to workplace needs could meet requirements for continuous professional development are both measurable and linked to authentic practice. Future work could usefully further explore how steering the talk of practice can promote learning. References Archer, J., & de Bere, S. R. (2013). The United Kingdom’s experience with and future plans for revalidation. Journal of Continuing Education in the Health Professions, 33 (Suppl 1), S48–S53. doi: 10.1002/chp.21206. Ashley, P., Rhodes, N., Sari-Kouzel, H., Mukherjee, A., & Dornan, T. (2009). ‘They’ve all got to learn’. Medical students’ learning from patients in ambulatory (outpatient and general practice) consultations. Medical Teacher, 31 (2), e24– e31. doi: 10.1080/01421590802464445. Barr, H. (2009). An anatomy of continuing interprofessional education. Journal of Continuing Education in the Health Professions, 29 (3), 147–150. doi: 10.1002/chp.20027. Beach, C., Cheung, D. S., Apker, J., Horwitz, L. I., Howell, E. E., O’Leary, K. J., et al. (2012). Improving interunit transitions of care between emergency physicians and hospital medicine physicians: A conceptual approach. Academic Emergency Medicine, 19 (10), 1188–1195. doi: 10.1111/j.1553-2712.2012.01448.x. Bigham, M.T., Logsdon,T. R., Manicone, P. E., Landrigan, C. P., Hayes, L.W., Randall, K. H.,…. Sharek, P. J. (2014). Decreasing handoff-related care failures in children’s hospitals. Pediatrics, 134 (2), e572–e579. doi: 10.1542/peds.2013-1844. Billett, S. (1996). Towards a model of workplace learning: The learning curriculum. Studies in Continuing Education, 18 (1), 43–58. Billett, S. (2000). Guided learning at work. Journal of Workplace Learning, 12 (7), 272–285. Billett, S. (2001a). Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11 (8), 431–452 Billett, S. (2001b). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13 (5), 209–214. Billett, S. (2001c). Participation and continuity at work: A critique of current workplace learning discourses. Paper presented at theContext, Power, andPerspective: ConfrontingChallenges to ImprovingAttainment in Learning atWork. Joint Network/SKOPE/TLRP International Workshop November 8–10, 2001., Sunley Management Centre, University College of Northampton. Retrieved from http://www.infed.org/archives/e-texts/billett_workplace_learning.htm Billett, S. (2004). Workplace participatory practices. Journal of Workplace Learning, 16 (6), 312–324. Billett, S. R. (2014). Securing intersubjectivity through interprofessional workplace learning experiences. Journal of Interprofessional Care, 28 (3), 206–211. doi: 10.3109/13561820.2014.890580. Bleakley, A. (2006). Broadening conceptions of learning in medical education: The message from teamworking. Medical Education, 40 (2), 150–157. doi: 10.1111/j.1365-2929.2005.02371.x. Bleakley, A. (2013a). The dislocation of medical dominance: Making space for interprofessional care. Journal of Interprofessional Care, 27 (Suppl 2), 24–30. doi: 10.3109/13561820.2013.791672. Bleakley, A. (2013b). Working in “teams” in an era of “liquid” healthcare: What is the use of theory? Journal of Interprofessional Care, 27 (1), 18–26. doi: 10.3109/13561820.2012.699479. Bleakley, A., Bligh, J., & Browne, J. (2011). Medical education for the future: Identify, power and location . Dordrecht, The Netherlands: Springer Science+Business Media B.V. Bleakley, A., Boyden, J., Hobbs, A., Walsh, L., & Allard, J. (2006). Improving teamwork climate in operating theatres: The shift from multiprofessionalism to interprofessionalism. Journal of Interprofessional Care, 20 (5), 461–470. doi: 10.1080/13561820600921915. Bligh, J., & Bleakley, A. (2006). Distributing menus to hungry learners: Can learning by simulation become simulation of learning? Medical Teacher, 28 (7), 606–613. doi: 10.1080/01421590601042335. Bok, H. G., Teunissen, P. W., Spruijt, A., Fokkema, J. P., van Beukelen, P., Jaarsma, D. A., et al. (2013). Clarifying students’ feedback-seeking behaviour in clinical clerkships. Medical Education, 47 (3), 282–291. doi: 10.1111/medu.12054. Boor, K., Teunissen, P. W., Scherpbier, A. J., van der Vleuten, C. P., van de Lande, J., & Scheele, F. (2008). Residents’ perceptions of the ideal clinical teacher—A qualitative study. European Journal of Obstetrics & Gynecology and Reproductive Biology, 140 (2), 152–157. doi: 10.1016/j.ejogrb.2008.03.010. Boor,K.,VanDerVleuten,C.,Teunissen,P.,Scherpbier,A.,&Scheele,F.(2011).DevelopmentandanalysisofD-RECT,aninstrument measuring residents’learning climate. Medical Teacher, 33 (10), 820–827. doi: 10.3109/0142159x.2010.541533.
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