4. Making the implicit explicit

Reflection occupies a central position in the professional development of all healthcare professionals but tends to be exclusively on action. Tim and Clare explain how this approach runs the risk of creating learners who are ‘reflective zombies’ and that reflecting in action is more in line with how we practise as professionals. They also explore how as clinical teachers, we can create the right conditions - time, space and trust – for reflection.Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected]. Hosted on Acast. See acast.com/privacy for more information.

Good supervision involves conversations about both performance and development and is informed by the requirements of curricula and professional standards. It is at its most effective in the context of a mutually agreed educational alliance. Feedback is the most impactful form of developmental conversation that we can use as teachers. It can be challenging but as Clare and Tim warn, there are dangers of ‘keeping mum’.Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected]. Hosted on Acast. See acast.com/privacy for more information.

Not all learning opportunities are immediately obvious as a lot of what goes on in healthcare - clinical reasoning, decision making, ethical considerations and so on - happens in our heads. Drawing on the concept of a cognitive apprenticeship, Tim and Clare explore a number of practical techniques for making our thinking as clinical teachers visible.Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected]. Hosted on Acast. See acast.com/privacy for more information.

Clinical placements form the basis of all health professions education programmes. Learners need to be prepared for these experiences, and their ideas, concerns and expectations explored.Clare and Tim talk about the usefulness of advanced organisers to enhance purposeful observation.They also discuss how learners observe us, their teachers at work, and how role modelling is a powerful tool for learning, and a major influence on career development.Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected]. Hosted on Acast. See acast.com/privacy for more information.

A key task of the clinical teacher is to select experiences for learners, sequencing them appropriately with a gradual release of responsibility. Tim and Clare reveal how the workplace itself plays a part in this and is invitational to learners to a varying degree. Such experiential learning is at the heart of the clinical apprenticeship, which at its best is an expansive activity, extending beyond the direct interventions of teachers or supervisors.Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected]. Hosted on Acast. See acast.com/privacy for more information.

Making time to teach in the busy clinical environment can be difficult. But learning doesn’t have to be separate from work. And according to Clare and Tim, once we start to think about work as the curriculum - with its different logics and an emphasis on learning as participation - the role of the clinical teacher becomes very different.Work-based Learning for Healthcare Professionals was commissioned by Cambridge and Peterborough NHS Foundation Trust as part of a wider, multiprofessional faculty development initiative. The series was developed and presented by the Swanwick Morris Partnership and produced by Tandem Productions. For further information email [email protected]. Hosted on Acast. See acast.com/privacy for more information.