Clinical Education in the Health Professions

Abstract

Edited by Dr. Clare Delany and Dr. Elizabeth Molloy, Clinical Education in the Health Professions is a well-constructed resource that recognizes the complexity of teaching and learning in the clinical environment. It provides theory, context, and examples that demonstrate why the role of the clinical educator should be “recognised and promoted as one that empowers students to be active, engaged and mature learners” (p. vii). The book is well organized; tables and diagrams summarizing information within the text are supplemented by practical examples in a user-friendly format. Each chapter begins with theories relevant to the content in that chapter, followed by guidance on using theory in curriculum design and research, and then uses theory to drive practical examples in clinical education. The text is organized into three parts: “Examining Knowledge—Theoretical Perspectives about Knowledge Construction”; “Sharing Knowledge—Communities and Culture in Education”; and “Applying Knowledge—Teaching and Learning Practices.” Part 1 includes an important chapter on critical reflection (Delany and Molloy), which sets the tone by describing clinical educators' valuable role in fostering the development of reflective health care professionals. The authors' use of examples and discussion on modelling iterative critical reflection is key in clinical education. Part 2 includes a chapter on inter-professional education (IPE) (Davidson, Smith, and Stone), now a focus of many health professional education programmes. Davidson and colleagues describe the history of IPE and present definitions contrasting IPE with multi-professional education in a clear, succinct, and very useful matrix on the various degrees of “inter-professionality.” This chapter also includes case examples of IPE in practice. Part 3 includes several useful chapters; in my opinion, the chapters on clinical reasoning (chapter 7, by Ajjawi and colleagues) and on giving and receiving feedback (chapter 8, by Molloy) are particularly useful to clinical educators and administrators of clinical education, as both are challenging concepts for clinical educators. Chapter 7's description of a stage theory of expertise development and of different models of clinical reasoning, reinforced with examples, help to clarify a complex concept. In chapter 8, I found the tips and resources on how clinical education can foster clinical reasoning very pertinent, and particularly enjoyed the component on reconceptualization of feedback as well as the authors' recommendations, which I believe will inspire clinical educators to take a positive view of giving and receiving feedback and encourage them to empower students to be active, engaged, and mature learners. Overall, Clinical Education in the Health Professions provides a comprehensive review of educational and other relevant theories, demonstrates how theory can inform curriculum design, and provides practical examples to show how readers can apply the concepts to their own clinical education practice. This is a valuable reference for any health professional involved in clinical education, and especially for those who lead and design clinical education in health professional curricula.