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  • Living reference work
  • © 2020

Clinical Education for the Health Professions

Theory and Practice


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  • Offers an invaluable resource for students, educators, academics, and others interested in professional health education

  • Aligns profession specific contributions with inter-professional offerings

  • Engages readers to think deeply about their educational practices

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Table of contents (81 entries)

  1. Activity Theory in Health Professions Education Research and Practice

    • Richard L. Conn, Gerard J. Gormley, Sarah O’Hare, Anu Kajamaa
  2. Allied Health Education: Current and Future Trends

    • Michelle Bissett, Neil Tuttle, Elizabeth Cardell
  3. Anesthesia Education: Trends and Context

    • S. D. Marshall, M. C. Turner
  4. Arts and Humanities in Health Professional Education

    • Pam Harvey, Neville Chiavaroli, Giskin Day
  5. Clinical Education in Nursing: Current Practices and Trends

    • Marilyn H. Oermann, Teresa Shellenbarger
  6. Competencies of Health Professions Educators of the Future

    • Louise Marjorie Allen, Eric Gantwerker, Margaret Hay
  7. Critical Theory

    • Nancy McNaughton, Maria Athina (Tina) Martimianakis
  8. Debriefing Practices in Simulation-Based Education

    • Peter Dieckmann, Rana Sharara-Chami, Hege Langli Ersdal
  9. Dental Education: Context and Trends

    • Flora A. Smyth Zahra, Sang E. Park
  10. Developing Educational Leadership in Health Professions Education

    • Margaret Hay, Leeroy William, Catherine Green, Eric Gantwerker, Louise Allen
  11. Developing Professional Identity in Health Professional Students

    • Kathleen Leedham-Green, Alec Knight, Rick Iedema

About this book

​This book compiles the state of the art and science of health professions education into one truly international resource with expertise in many and varied topics. It aligns profession specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices.

The book explores the contemporary context of health professions education, philosophical and theoretical underpinnings, whole of curriculum considerations, supporting learning in clinical settings. In specific topics, it approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education and some forecasting of trends and practices.

This book offers an invaluable resource for students, educators, academics and others interested in health professions education.


  • health professions
  • health professions education
  • learning clinical education
  • teaching clinical education
  • interprofessional health education
  • evidence-based educational methods
  • quality improvement
  • leadership in health professions education
  • Health Sciences Education
  • Interprofessional Care
  • Surgical Education
  • Nursing Education
  • Midwifery Education
  • Allied Health Education
  • Continuing Education in the Health Professions

Editors and Affiliations

  • Monash University, Clayton, Australia

    Debra Nestel

  • King's College London, London, United Kingdom

    Gabriel Reedy

  • School of Nursing and Midwifery, La Trobe University, Bundoora, Australia

    Lisa McKenna

  • Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia

    Suzanne Gough

About the editors

Debra Nestel is Professor of Simulation Education in Healthcare at Monash University, and Professor of Surgical Education, Department of Surgery, University of Melbourne, Australia. Her research interests include the role of simulation in supporting learning, particularly in procedural and operative skills. She has extensive experience in working with simulated patients to support the development of communication and other professional skills. She has extensive experience in faculty development and research on health professions education and surgical education. She is Editor-in-Chief, BMJ STEL.

Gabriel Reedy is a Reader in Clinical Education, and Programme Director of the Masters in Clinical Education, at King's College London, UK. His research focuses on the use of simulation in health professions education; the ways in which health professionals learn to practice in clinical settings; the development of faculty in health professions; and the ways in which early responders learn, both individually and in the context of teams, to deal with large-scale emergency events. He is Editor-in-Chief, Advances in Simulation.

Lisa McKenna is Professor and Head of the School of Nursing and Midwifery at La Trobe University, Australia. She has extensive experience in teaching undergraduate and postgraduate health professionals, in particular nurses and midwives. Her current research is particularly focused around peer-assisted learning, simulation and nursing curricula. She is Editor-in-Chief, Collegian: The Australian Journal of Nursing Practice, Scholarship and Research.

Suzanne Gough is Associate Dean, Learning & Teaching, Faculty of Health Sciences & Medicine, and Associate Professor, Physiotherapy, Faculty of Health Sciences & Medicine, Bond University, Australia. Her research interests include curriculum integration of simulation-based education (SBE), cardio-respiratory physiotherapy education, patient safety, human factors and inter-professional SBE, video-reflexivity and video-ethnography. 

Bibliographic Information