Surgical Education


Book Description

Surgical Education: Theorising an Emerging Domain delineates surgical (as opposed to medical) education as a new and emerging field of academic enquiry. This reflects profound changes in healthcare training and practice on an international basis. As such, this book introduces, examines and explores the contribution of selected concepts and theories to surgical learning and practice. The first four chapters consider core facets of surgical education, such as simulation, while subsequent chapters take a key idea, often well known in another field, and examine its relevance to surgical education. Of course, performing invasive procedures is no longer the exclusive preserve of ‘traditional’ surgeons. Boundaries between surgery and the interventional specialties (radiology, cardiology, intensive care) are becoming increasingly blurred, especially as technology continues to expand. Changing work patterns and explosive technological development mark this out as a major growth area. New educational approaches (e.g. the use of simulation) are emerging. And all clinical practice is a team activity, where clinicians from many specialties (medicine, nursing, allied professions) come together with shared goals. For all the above groups, and their patients, education (teaching, training, learning and assessment) is of crucial importance. Yet the unique characteristics of surgical education have not previously been addressed from an educational perspective, nor have its possibilities as a new research domain been mapped. The domain needs to be theorised and its epistemological foundations established. There is thus both a need and a market for a definitive work in this area, aimed at surgeons, other clinicians, non-clinicians, educators, and others interested in this new domain.




Learning and Teaching Practical Skills


Book Description

This book combines the unique and unlikely duo of popular TV shows and pedagogy to help teachers and trainers support their students' skills development. Aimed at post-16 teachers, educators, and trainers of all vocational and technical disciplines, it encourages readers to relate the examples from popular culture and TV to their teaching toolkit. It is aligned to the Occupational Areas 1-8 within the new Diploma in FE, and is also suitable for those doing the Apprenticeship in FE teaching The book uses examples from famous reality TV shows to reflect on how people learn practical skills such as baking, dancing, ice skating, sewing and pottery. Discussing everyday examples from TV with which readers may be familiar provides an innovative and engaging starting point to explore all aspects of teaching and learning a skill - including observation, demonstration, practice, feedback and assessment. It encourages readers to think about TV shows such as Masterchef, Bake Off and Strictly Come Dancing from the point of view of the teacher. The unique mix of seemingly low-brow popular culture combined with serious pedagogy offers key insights for learning and teaching, including critical discussion of topics such as inclusion and the value of formative feedback. Teachers and trainers will develop their own knowledge and skills to support the practical skills development of their students.




Education for Life and Work


Book Description

Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.




Life Skills Education for Youth


Book Description

This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.




Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners


Book Description

In the past few years, there has been an influx of immigrant children into the school system, many with a limited understanding of English. Successfully teaching these students requires educators to understand their characteristics and to learn how to engage immigrant families to support their children’s academic achievements. The Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners is a collection of innovative research that utilizes teacher professional development models, assessment practices, teaching strategies, and parental involvement strategies to develop ways for communities and educators to create social and academic conditions that promote the academic success of immigrant and English language learners. While highlighting topics including bilingual learners, family engagement, and teacher development, this book is ideally designed for early childhood, elementary, middle, K-12, and secondary school teachers; school administrators; faculty; academicians; and researchers.




Learning Languages, Learning Life Skills


Book Description

This book offers an autobiographical reflexive approach to foreign language education. It offers unique ways of developing vocational language teaching as an integrated holistic approach combining language contents with vocationally relevant topics and the interactive, dialogical processes of working in language classes. It is presented in a "common sense" way and accessible to non-native English readers.




The Skills That Matter


Book Description

Build skills for lifelong success Many students leave high school without the skills they need to succeed in postsecondary education and the workforce. How can we better equip students for lifelong success? Research demonstrates that intrapersonal and interpersonal competencies impact student behavior and achievement, increase graduation rates, and promote strong post-school outcomes. The Skills That Matter provides middle and high school educators with the resources, tools, and practical examples to teach key intrapersonal and interpersonal competencies, including self-regulation, goal-setting, self-efficacy, assertiveness, and conflict management. Readers will find Competency-specific evidence-based instructional strategies with examples, and Tools such as sample instructional plans, formative assessments, and student-friendly products. This book provides teachers with the practical information they need to better develop socially and emotionally engaged, career-equipped, lifelong learners.




The First 20 Hours


Book Description

Forget the 10,000 hour rule— what if it’s possible to learn the basics of any new skill in 20 hours or less? Take a moment to consider how many things you want to learn to do. What’s on your list? What’s holding you back from getting started? Are you worried about the time and effort it takes to acquire new skills—time you don’t have and effort you can’t spare? Research suggests it takes 10,000 hours to develop a new skill. In this nonstop world when will you ever find that much time and energy? To make matters worse, the early hours of prac­ticing something new are always the most frustrating. That’s why it’s difficult to learn how to speak a new language, play an instrument, hit a golf ball, or shoot great photos. It’s so much easier to watch TV or surf the web . . . In The First 20 Hours, Josh Kaufman offers a systematic approach to rapid skill acquisition— how to learn any new skill as quickly as possible. His method shows you how to deconstruct com­plex skills, maximize productive practice, and remove common learning barriers. By complet­ing just 20 hours of focused, deliberate practice you’ll go from knowing absolutely nothing to performing noticeably well. Kaufman personally field-tested the meth­ods in this book. You’ll have a front row seat as he develops a personal yoga practice, writes his own web-based computer programs, teaches himself to touch type on a nonstandard key­board, explores the oldest and most complex board game in history, picks up the ukulele, and learns how to windsurf. Here are a few of the sim­ple techniques he teaches: Define your target performance level: Fig­ure out what your desired level of skill looks like, what you’re trying to achieve, and what you’ll be able to do when you’re done. The more specific, the better. Deconstruct the skill: Most of the things we think of as skills are actually bundles of smaller subskills. If you break down the subcompo­nents, it’s easier to figure out which ones are most important and practice those first. Eliminate barriers to practice: Removing common distractions and unnecessary effort makes it much easier to sit down and focus on deliberate practice. Create fast feedback loops: Getting accu­rate, real-time information about how well you’re performing during practice makes it much easier to improve. Whether you want to paint a portrait, launch a start-up, fly an airplane, or juggle flaming chain­saws, The First 20 Hours will help you pick up the basics of any skill in record time . . . and have more fun along the way.







Teaching and Training Techniques for Hospital Doctors


Book Description

This book describes in straightforward, practical terms how teaching can be more effective in clinic, on the wards, in the operating theatre and in formal teaching sessions. Teaching techniques and methods, and their appropriate use, are examined in detail. Emphasis is given to the teaching of skills and attitudes as well as knowledge, with particular stress on communication skills teaching and assessment. Separate consideration is given to the art of supervision and mentoring, emphasising the duty of care of the teacher. Each author has many years experience of teaching in postgraduate medical education. This is not a book about the theory of education and training, but provides insight into the practical methods and skills needed to be a better trainer. The text complements the many courses on effective teaching, and provides an alternative for those who prefer to read to learn. It is an essential book for every consultant with responsibility for supervising doctors in training, and for senior doctors in training - the supervisors of tomorrow.