Bøger i Innovation and Change in Professional Education serien

This text explores literature related to curriculum, instruction and assessment of professionals learning in the workplace. It does so in the context of four professions at the point when students are learning during the degree stages of their education.

Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes.

This book analyses the development of hospitality education from vocational to higher education, and discusses the positioning of hotel schools.

The second part examines a range of theories that inform surgical education - cognitive, behavioural and social, while the third part offers practical guidance on elements of surgical education - curriculum design, selection, feedback, assessment, evaluation, simulation and managing trainee underperformance.

The intent of this book is to describe how a professor can provide a learning environment that assists students in coming to grips with the nature of science and engineering, to understand science and engineering concepts, and to solve problems in science and engineering courses.

Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes.

It can be used as a springboard for work-integrated learning innovations for all practice-based disciplines.Dedicated Education Units (DEU) provide a flexible clinical learning strategy with a focus on founding principles and adaptation to different clinical contexts rather than a concrete model for clinical learning.

It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks.

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology.

This book describes the pedagogical foundations of the Roskilde Model of education and educational design. It presents knowledge about how principles of problem-oriented, interdisciplinary and participant-directed project work may serve as a basis for planning and applying educational activities at institutions of higher learning. It discusses the dilemmas, problems, and diverging views that have challenged the model, provoking experiments and reforms that have helped develop practice without compromising the key principles.       The Roskilde Model combines various student-centered learning concepts into a nexus, providing the foundation for a consistent pedagogical practice that is strongly supported by the educational structure and the academic profile of the university.A complex concept, the Roskilde Model refers to three different aspects: The first one is problem-oriented interdisciplinary and participant-directed project work (PPL). At Roskilde University, half of all study activities are organized in line with this particular pedagogical approach. The second aspect the model refers to is the organizing of university education on the basis of four interdisciplinary bachelor programmes. These programmes are part of the humanities, social sciences, natural sciences, and humanistic-technological sciences and give admission to two-year master programmes in a broad range of disciplines. The third aspect the model refers to is the interdisciplinary academic and educational profile of the university.

This volume explores the pedagogic implications of challenges involved in professional education worldwide. The wide range of professions covered includes accountants, military company commanders, surgeons, nurse practitioners, academics, managers, and more.

This text explores literature related to curriculum, instruction and assessment of professionals learning in the workplace. It does so in the context of four professions at the point when students are learning during the degree stages of their education.

It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks.

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology.

What are the future possibilities for the standing of professional practice as it faces growingly problematic markets for services, complex demands for managerial accountability and control, and problematic circumstances and expectations in its ethical and self-regulative governance?

This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development.

The intent of this book is to describe how a professor can provide a learning environment that assists students in coming to grips with the nature of science and engineering, to understand science and engineering concepts, and to solve problems in science and engineering courses.

This book critically investigates professional education programs. It argues for an ontological turn in which professional education attends not only to what students know and can do, but also who they are becoming as professionals.

About the Book Series The idea for the Book Series "Innovation and Change in Professional Education" (ICPE) was born in 1996.

About the Book Series The idea for the Book Series "Innovation and Change in Professional Education" (ICPE) was born in 1996.

This volume explores the pedagogic implications of challenges involved in professional education worldwide. The wide range of professions covered includes accountants, military company commanders, surgeons, nurse practitioners, academics, managers, and more.

It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes.

What are the future possibilities for the standing of professional practice as it faces growingly problematic markets for services, complex demands for managerial accountability and control, and problematic circumstances and expectations in its ethical and self-regulative governance?

It addresses relevant and timely conceptual and practical issues from a research perspective and, based on research results, clearly provides solutions to practical applications at the cutting edge of the emerging area of new modes of assessment.

It addresses relevant and timely conceptual and practical issues from a research perspective and, based on research results, clearly provides solutions to practical applications at the cutting edge of the emerging area of new modes of assessment.

This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development.

It can be used as a springboard for work-integrated learning innovations for all practice-based disciplines.Dedicated Education Units (DEU) provide a flexible clinical learning strategy with a focus on founding principles and adaptation to different clinical contexts rather than a concrete model for clinical learning.

This book analyses the development of hospitality education from vocational to higher education, and discusses the positioning of hotel schools.