“Talking to colleagues about what we do unravels the shroud of silence in which our practice is wrapped. Participating in critical conversations with peers opens us up to their version of events we have experienced. Our colleagues serve as critical mirrors reflecting back to us images of our actions that often take us by surprise.” (Brookfield 1995, p. 35)
Educator identity and development
Educator resources
Resources
Presentation skills
Reflective Practice
- Victorian Health Education Leaders Network, Healthcare Educator Capability Framework.
Peer Observation of Teaching
- Newman, L. R., Roberts, D. H., & Frankl, S. E. (2019). Twelve tips for providing feedback to peers about their teaching. Medical Teacher, 41 (10), 1118–1123.
Books
Becoming a critically reflective teacher
Brookfield, S. (1997). Becoming a Critically Reflective Teacher, 2nd Edition, Chapter 1 What Is Critically Reflective Teaching? p.1-21.
The Fearless Organization
Edmondson, A. C. (2018). The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. Wiley
Articles
- Bearman, M., & Molloy, E. (2017). Intellectual streaking: The value of teachers exposing minds (and hearts). Medical Teacher, 39 (12), 1284-.
- Bearman, M., Tai, J., Kent, F., Edouard, V., Nestel, D., & Molloy, E. (2018). What should we teach the teachers? Identifying the learning priorities of clinical supervisors. Advances in Health Sciences Education : Theory and Practice, 23 (1), 29–41.
- Brookfield, S. (1998). Critically reflective practice. The Journal of Continuing Education in the Health Professions, 18 (4), 197–205. **not available via RMH
- Gibson, & Palermo. (2020). Optimizing the Role of Clinical Educators in Health Professional Education. Springer Singapore.
- Gibson, S. J., Porter, J., Anderson, A., Bryce, A., Dart, J., Kellow, N., Meiklejohn, S., Volders, E., Young, A., & Palermo, C. (2019). Clinical educators’ skills and qualities in allied health: a systematic review. Medical Education, 53 (5), 432–442.
- Molloy, E., & Bearman, M. (2019). Embracing the tension between vulnerability and credibility: ‘intellectual candour’ in health professions education. Medical Education, 53 (1), 32–41.