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Along the axes of difference: setting scholarship and practice agendas for faculty development
journal contribution
posted on 2019-01-01, 00:00 authored by G Reedy, Margaret BearmanMargaret BearmanThe rise of academic clinical education programs underlines the growing influence of faculty development on how health care is taught and therefore practiced. Research to date has outlined the rapid rise of these postgraduate qualifications and their impact on their graduates' professional identities. Given the scale and nature of the change, it is worth considering these programs from a broader perspective. "Axes of difference" are invoked to chart the tensions and intersections between various social identities that form distinctive features of clinical education. Six axes are described: patients-clinicians, trainees-trainers, classrooms-clinics, uniprofessional-interprofessional, local-global, and teachers-clinicians. These reveal a range of complexities about faculty development, which can inform both practice and scholarship agendas.
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Journal
The journal of continuing education in the health professionsVolume
39Issue
4Season
FallPagination
260 - 264Publisher
Wolters KluwerLocation
[Philadelphia, Pa.]Publisher DOI
eISSN
1554-558XLanguage
engPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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Social SciencesScience & TechnologyLife Sciences & BiomedicineEducation, Scientific DisciplinesHealth Care Sciences & ServicesEducation & Educational Researchfaculty development programhealth professions education programacademic faculty developmentclinical educationintersectionalityfaculty developmentMEDICAL-EDUCATIONIDENTITY FORMATIONPOSTGRADUATE QUALIFICATIONSTEACHING EFFECTIVENESSCONSTRUCTIONTEACHERSLEADERS
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