Hayes, Catherine, Hinshaw, Kim and Petrie, Kevin (2018) Reconceptualising medical curriculum design in strategic clinical leadership training for the 21st century physician. In: Storey, Valerie Anne and Beeman, Thomas Edward, (eds.) Preparing physicians to lead in the 21st century. Advances in medical education, research, and ethics book series . IGI Global, Hershey, PA, USA, pp. 147-163.
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Abstract
This chapter provides an insight into the value of tacit knowledge and how this contributes directly to the concept of human factors in the context of multi-disciplinary teamwork. In considering the notion of implicit or intuitive knowledge and how this can be taught in practice, the authors draw on the field of creative praxis as a means of harnessing knowledge from other (often under-acknowledged) signature pedagogies of direct relevance to medical practice. The authors focus on the significance of situational awareness and context of medical and healthcare provision as a means of driving debate around the value of affective domain learning and its role in 21st century physician practice. These are bracketed under the category of non-technical skill acquisition, which is linked heavily, in the published literature to date, with holistically positive patient outcomes.
Item Type: | Book Section |
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Publisher: | IGI Global |
ISBN: | 9781522575764 |
Departments: | Professional Services > Research Office & Graduate School (ROGS) |
Additional Information: | Chapter 9 within book. |
Depositing User: | Anna Lupton |
Date Deposited: | 20 Feb 2019 15:14 |
Last Modified: | 12 Jan 2024 20:47 |
URI: | https://insight.cumbria.ac.uk/id/eprint/4498 |
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