Editors:
- Addresses need for surgical education material
- Applies to related fields such as medical education
- Includes contributions from well-respected authors
- Emerging as distinct field with its own identity
Part of the book series: Advances in Medical Education (AMEDUC, volume 2)
Buy it now
Buying options
Tax calculation will be finalised at checkout
Other ways to access
This is a preview of subscription content, log in via an institution to check for access.
Table of contents (13 chapters)
-
Front Matter
-
Part II
-
Front Matter
-
-
Back Matter
About this book
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.
Reviews
From the reviews:
“This volume in the Advances in Medical Education series is dedicated to surgical education. … It is aimed at surgeons, other clinicians, nonclinicians, educators, and others interested in this new domain. … Since the book focuses on surgical education and tries to elaborate different aspects and approaches to this wide and complex field, it is unique. … it is useful resource for surgeons and educators (surgical or nonsurgical) who have an interest in educational research and administration.” (Hisakazu Hoshi, Doody’s Review Service, April, 2012)Editors and Affiliations
-
Centre for Educational Development, Imperial College London, London, United Kingdom
Heather Fry
-
St. Mary' Hospital London, Dept. Biosurgery & Surgical Technology, Imperial College London, London, United Kingdom
Roger Kneebone
About the editors
Heather Fry is Director (Education and Participation) at the Higher Education Funding Council for England (HEFCE). Prior to joining HEFCE in 2008 she worked at universities in England and overseas, including at Imperial College London, and the Institute of Education and Barts and London Medical and Dental School, both University of London. She also worked for many years as education faculty at the Royal College of Surgeons of England. She has taught and researched in a number of areas, including being joint founder and co-director of the UK’s first master’s in Surgical Education at Imperial, with Roger Kneebone. Her expertise is in the policy of higher and professional education and facilitating learning in these two contexts. She has published extensively across her varied areas of interest.
Roger Kneebone is Reader in Surgical Education at Imperial College London. Roger trained first as a general surgeon, then changed course to become a general practitioner and GP trainer in a large group practice near Bath. In 2003, after completing his PhD in surgical education, Roger joined Imperial College London. His current research focuses on using simulation to contextualise clinical learning, and on mapping clinical environments from a pedagogical perspective. He has developed innovative approaches to learning and assessing clinical procedures (using hybrid combinations of models and simulated patients) and is currently developing lightweight, portable yet realistic surgical environments for training and assessment. Roger publishes extensively and directs Imperial’s Masters in Education (M Ed) in Surgical Education.
Bibliographic Information
Book Title: Surgical Education
Book Subtitle: Theorising an Emerging Domain
Editors: Heather Fry, Roger Kneebone
Series Title: Advances in Medical Education
DOI: https://doi.org/10.1007/978-94-007-1682-7
Publisher: Springer Dordrecht
eBook Packages: Medicine, Medicine (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature B.V. 2011
Hardcover ISBN: 978-94-007-1681-0Published: 22 September 2011
Softcover ISBN: 978-94-007-3795-2Published: 27 November 2013
eBook ISBN: 978-94-007-1682-7Published: 29 August 2011
Series ISSN: 2211-1298
Series E-ISSN: 2211-1301
Edition Number: 1
Number of Pages: X, 258
Topics: Medical Education, Surgery