Learning through health care work: premises, contributions and practices

Billett, Stephen

doi:10.1111/medu.12848

Cited by 184 publications

(239 citation statements)

References 20 publications

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“…Given the junior doctors’ lack of prescribing readiness, they all reported needing guidance from accessible and authoritative sources in learning to prescribe safely and effectively. Hence, there is necessary interdependence between the junior doctors’ readiness for prescribing and the norms and practices of the clinical setting, in that social experience required junior doctors to perform tasks beyond their zone of potential development . This meant that they required proximal guidance from more experienced co‐workers in order to perform effectively.…”

Section: Resultsmentioning

confidence: 99%

Learning to prescribe through co-working: junior doctors, pharmacists and consultants

Noble

Billett

2017

Med Educ

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Co-working with pharmacists and consultants contributes positively to junior doctors' prescribing practices. However, co-working is complex and is influenced by differing understandings of prescribing practices. These insights assist in informing how co-working can be enacted routinely in hospital settings to promote safe and effective prescribing practices. Consideration should be given to when and how co-working between junior doctors and pharmacists is initiated, including during medical school. In clinical settings, strategies such as having pharmacists attend ward rounds and adopt a role of learning facilitation rather than error identification may augment everyday opportunities for co-working and learning.

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Section: Resultsmentioning

confidence: 99%

Learning to prescribe through co-working: junior doctors, pharmacists and consultants

Noble

Billett

2017

Med Educ

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“…The professionals' responses observed that the curriculum content appropriateness in terms of organization, clarity, relevance and suitability followed a systematic framework approach to training, for example, starting with simpler to complex content. The sequenced and systematic approach of the curriculum content enabled learners to acquire the expected competences that are transferable to clinical practice to link theory and practice (Billett, 2016;Wall et al, 2014;Wesselink et al, 2003). There is need for a paradigm shift from the traditional didactic teacher-centered teaching approach to providing learners with expected competences for performing the job (Muraraneza and Mtshali, 2018;Thanh, 2010).…”

Section: Appropriateness Of the Cbe Curriculummentioning

confidence: 99%

“…This approach is proactive, which provides a link between theoretical curriculum content and activities for practice thus facilitating trainees' active engagement and participation during their hands on preparation (Billett, 2016;Lunenburg, 2011;Redman et al, 1999;Tilley et al, 2007). This enables trainees to gain the needed competences and a deeper understanding of their profession.…”

Section: Introductionmentioning

confidence: 99%

Appropriateness of curriculum content in competence based education training programs of nurses and midwives in Uganda

Kabanga¹,

Mugimu²,

Oonyu³

2018

Int. J. Nurs. Midwifery

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Competence-based education (CBE) has been increasingly emphasized in optimising the preparation of healthcare professionals. Uganda like many other countries of the world, has taken considerable strides in implementing CBE training of nurses and midwives. The aim of this study was to investigate the perception of professionals regarding appropriateness of the CBE curriculum content in terms of organisation, clarity, relevance and suitability in training programs of nurses and midwives of Uganda. The study was conducted at Mulago National Referral Hospital (MNRH) that recruits the biggest number of trained CBE nurses and midwives. The study used concurrent mixed methods to gather both quantitative and qualitative data from respondents. It used a total sample of 193 professionals comprising of 102 CBE trained participants and 91 Key stakeholders. Findings of this study indicate that the CBE curriculum content used in the training of nurses and midwives was appropriate. However, it was concluded that the CBE curriculum implementation process remains a challenge due to inadequate sensitization of implementers, as well as standardization of the CBE curriculum content implementation process. It was recommended that sensitization and orientation of stakeholders is necessary for adapting the CBE curriculum content in the training of nurses and midwives.

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“…We know that seeing the whole task helps a learner know where the component parts might fit [4]. We know that seeing role models and the actual doing of work helps frame learning, helps show what is relevant and helps in professional identity formation.…”

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confidence: 99%