Developing Professional Knowledge And Competence

Eraut, Michael

doi:10.4324/9780203486016

Cited by 1,356 publications

(1,618 citation statements)

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“…This distance or separation of roles removed a significant source of tension for students, that of being both supported and assessed in their clinical learning by the one person. Eraut (1994) similarly identifies challenges to adopting critical reflective processes within clinical education settings, suggesting that it is not always easy to put aside the rivalries and micro-politics of the workplace for the purposes of constructive reflection. The personal and social risk of reflecting publicly about concerns or work experiences requires a supportive and trusting audience.…”

Section: Discussionmentioning

confidence: 94%

“…In this model, the learner 'acquires knowledge and skills from an expert or master with the goal of emulating their expertise (Higgs and Titchen 2001). Recent critiques of experiential learning, assessment based and apprenticeship models suggest that that they focus on building individually-based, discipline-specific knowledge, operational competence and outcomes (Rees 2004;Bleakley 2006), and neglect the idea that professional learning and practice involves adaptive, sociocultural and heuristic or interpretive processes (Eraut 1994;Jensen et al 2000;Edwards et al 2004;Talbot 2004;Bleakley 2006). In other words experiential learning may not be enough to meet the need for health professionals to be flexible, aware and understanding of alternative perspectives or where other people (patients, other health professionals, hospital administrators and others), are coming from (Trede et al 2003).…”

Section: Introductionmentioning

confidence: 98%

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A study of critical reflection in health professional education: ‘learning where others are coming from’

Delany

Watkin

2008

Adv in Health Sci Educ

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A dominant focus of clinical education for health professional students is experiential learning through an apprentice model where students are exposed to a range of clinical scenarios and conditions through observation initially, and then through supervised clinical practice. However experiential learning may not be enough to meet the need for health professionals to be flexible, self-aware and understanding of alternative perspectives or 'where other people are coming from.' Critical reflection skills are recognised as a way of thinking and a process for analysing practice, that enables learning from, and redeveloping professional practice in an ongoing way. This paper describes and examines the effect of a three hour per week, six week critical reflection program, grounded in knowledge paradigms of postmodernism, reflexivity and critical theory, on third year undergraduate physiotherapy students' experience of their first clinical placements. The theoretical basis of the program provides a potential bridge with which to link and broaden the established framework of clinical reasoning theories. Within the program, students' critical reflection discourse focused on notions of power, hierarchies, connecting with others and relationships. Their feedback about the effects of the program highlighted themes of validation and sharing; a break in clinical performance and a broadening of their spheres of knowledge. These themes resonated with students' overall experiences of learning in clinical placements and provide some evidence for the inclusion of critical reflection as a valid and worthwhile component of early clinical education.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 98%

A study of critical reflection in health professional education: ‘learning where others are coming from’

Delany

Watkin

2008

Adv in Health Sci Educ

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“…(Maxwell, Shanahan and Green 2001, p. 5) This later version of how profession might be interpreted is more in line with what was prevalent in the professional doctorates discussed in this paper, as it recognises the students' background of disciplinary and transdisciplinary knowledge, work histories and a way of working that underpins professional expertise. This, in turn, relates closely to the core concepts of professionalism, which Eraut (1994) describes as specialist knowledge base, autonomy and service. The notion that a professional has a body of specialist knowledge that informs practice is central to any framework for a professional doctorate.…”

Section: Professionmentioning

confidence: 99%

Conceptualisation of a professional doctorate program: Focusing on practice and change

Malfroy

2004

Aust. Educ. Res.

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Professional doctorates are frequently described as research degrees that combine workplace and professional engagement with the scholarly rigour of the university. This paper draws on findings from an empirical study of a professional doctorate program in nursing. During this study, a curriculum model that focuses on the intersecting spheres of university, profession and workplace was used as a prompt in interviews. Although this curriculum model has become a reference point for any discussion about the framework for professional doctorates in Australia, it became clear during the study that the predominant themes in the nursing program were different to those in the model. The disparity between the accepted model and the findings from the nursing program are discussed and an alternative model is offered. In this alternative model, the university retains its central role, combined with the themes of professional practice and change. These themes provide a curriculum framework that reflects the knowledge, experiences and intentions of both the students and the staff. The broader implications of the alternative model are also discussed.

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“…Alternatively, the literature presents a second view of professional development that is described as attaining expertise by taking a more intuitive approach to the topic (Benner, 1984;Dreyfus and Dreyfus, 1985;Eraut, 1994;Schön, 1987). This view of professional development encompasses the ideas of artistry, reflection, and alternative ways of knowing in professional development.…”

Section: Expanded Model Of Learning In Continuing Professional Educationmentioning

confidence: 99%

“…There are already many educational tools that foster both a constructivist and a transformative view of learning. Consider such tools as concept maps (Novak, 1998), reflective journals, (Brookfield, 1995), vee diagrams, (Novak, 1998), analysis of practice exemplars, (Benner, 1984), critical incidents (Brookfield, 1995), action learning (Brooks and Watkins, 1994), and creating professional learning communities (Eraut, 1994). All can be used to foster a constructivist, transformative, contextbased professional practice development program.…”

Section: Implications For the Provision Of Continuing Professional Edmentioning

confidence: 99%

Learning in Professional Practice

Daley¹

2000

New Dir Adult Contin Educ

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Developing Professional Knowledge And Competence

Cited by 1,356 publications

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A study of critical reflection in health professional education: ‘learning where others are coming from’

A study of critical reflection in health professional education: ‘learning where others are coming from’

Conceptualisation of a professional doctorate program: Focusing on practice and change

Learning in Professional Practice

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