Publikation: Focus on what works and why it works : bridging the gap between research knowledge and practical knowledge
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2017
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Kluijtmans, Manon
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Perspectives on medical education. 2017, 6(4), pp. 209-210. ISSN 2212-2761. eISSN 2212-277X. Available under: doi: 10.1007/s40037-017-0363-z
Zusammenfassung
In their contribution to Perspectives on Medical Education, Ng, Baker, and Leslie provide a novel and clear perspective on faculty development in health profession education (HPE) by conceptualizing it as a space for sharing research and practical knowledge [1]. The process of sharing these two types of knowledge implies that both are mobilized during faculty development and, in the end, become related. Successful faculty development then empowers faculty by enriching their contextualized experiential knowledge with research-based knowledge. According to Ng and colleagues, this enables them to become agents of positive change in their own system.
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370 Erziehung, Schul- und Bildungswesen
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VAN TARTWIJK, Jan, Manon KLUIJTMANS, 2017. Focus on what works and why it works : bridging the gap between research knowledge and practical knowledge. In: Perspectives on medical education. 2017, 6(4), pp. 209-210. ISSN 2212-2761. eISSN 2212-277X. Available under: doi: 10.1007/s40037-017-0363-zBibTex
@article{vanTartwijk2017-08Focus-44470,
year={2017},
doi={10.1007/s40037-017-0363-z},
title={Focus on what works and why it works : bridging the gap between research knowledge and practical knowledge},
number={4},
volume={6},
issn={2212-2761},
journal={Perspectives on medical education},
pages={209--210},
author={van Tartwijk, Jan and Kluijtmans, Manon}
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<dcterms:abstract xml:lang="eng">In their contribution to Perspectives on Medical Education, Ng, Baker, and Leslie provide a novel and clear perspective on faculty development in health profession education (HPE) by conceptualizing it as a space for sharing research and practical knowledge [1]. The process of sharing these two types of knowledge implies that both are mobilized during faculty development and, in the end, become related. Successful faculty development then empowers faculty by enriching their contextualized experiential knowledge with research-based knowledge. According to Ng and colleagues, this enables them to become agents of positive change in their own system.</dcterms:abstract>
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