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6 Envisioning Future Educators
Pages 45-52

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From page 45...
... • Skills and knowledge for future health professions educators were grouped into five main areas: leadership skills, education, health and health care, technology, and business. (Bushardt, Woolforde)
From page 46...
... This included changes in education due to advanced technology, new medical–legal challenges, a transforming clinical environment, and greater emphasis on interprofessional learning with collaborative practice. Launette Woolforde from the National League for Nursing and Steven Chesbro from the American Physical Therapy Association divided the group into 12 interprofessional teams for discussions of the following three questions: • What are pipeline opportunities for attracting/developing future health professions educators?
From page 47...
... Other participant comments implied that health professions educational programs could provide curricula to care providers who may be reluctant to enter into teaching, which would also elevate the role of health professions educators. Promoting education in this way could potentially increase the perceived value of education within health care.
From page 48...
... Woolforde and Bushardt grouped the skills and knowledge suggested by the individual participants into five main areas: leadership skills, education, health and health care, technology, and business in the following manner: Leadership Skills Workshop participants discussed their individual perspectives on the variety of social and interpersonal skills that health professions educators would need in order to be effective leaders, teachers, and role models for students. Within this realm, future educators would need to • Convey and model empathy.
From page 49...
... With that frame of reference, participants expressed individual opinions on preparing future health professionals for this rapidly changing system, which they said involves: • Educating learners about the health care system. • Recognizing the rapidly evolving future of health care.
From page 50...
... HOW WILL INSTRUCTORS KEEP UP TO DATE ON CLINICAL, EDUCATIONAL, INFORMATION TECHNOLOGY, AND LEGAL NEEDS OF THE HEALTH PROFESSIONS IN CHANGING CLINICAL AND EDUCATIONAL ENVIRONMENTS? It was stated by Warren Newton in his opening remarks captured in Chapter 4 that society -- and health care in particular -- is changing at a stunning rate, and that students will need to be prepared to work within an evolving health care system.
From page 51...
... Additional ideas were proposed for keeping health professions education instructors current. Participants suggested they could fit under three broad categories that dealt with new technologies, incentives and support, and facilitating interprofessional continuing education and communication.
From page 52...
... . • Use an interprofessional team teaching approach for continuing education.


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