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Video-triggered professional learning for general practice trainers: using the ‘cauldron of practice’ to explore teaching and learning
journal contribution
posted on 2020-03-03, 00:00 authored by Tim ClementTim Clement, D Howard, Eldon LyonEldon Lyon, Jonathan Silverman, E Molloy© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Many clinicians who take on a formal role of supervising or teaching trainees need to be taught how to teach and then continuously improve as educators. We describe the research-informed design of a novel professional development intervention that may be perceived by clinical educators as challenging, but being based on the key features of effective professional development is likely to lead to changes in their teaching practices. The video-club brings together a small group of clinical educators who have a shared interest in exploring their educator role and their teaching practices. It supports their learning through collective inquiry, using video-recordings of their authentic teaching practices as stimuli for discussion. A pilot has produced findings that are promising in terms of outcomes and impact. Participants responded to the educational design in the way that was envisioned and engaged with the requisite risk-taking and vulnerability that was necessary for their own learning and promoting learning for others.
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Journal
Education for Primary CareVolume
31Issue
2Pagination
112 - 118Publisher
Taylor & FrancisLocation
London, Eng.Publisher DOI
ISSN
1473-9879eISSN
1475-990XLanguage
engPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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