Dale Sheehan

University of Canterbury

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The good apprentice in medical education.

PubMed (2010)

Dale Sheehan Wilma Bagg de Beer W Sophie Child Wayne Hazell

This paper targets both current apprentices and their supervisors drawing on current research to answer the following questions. What is apprenticeship and what are the key elements? What is a good apprentice and what can an intern or registrar do to assist their own learning and development? It takes a pragmatic approach and seeks to assist apprentices and their supervisors by attending closely to what is practicable, realistic, expedient and convenient; articulating this and laying it out as clearly as possible.

Apprenticeship

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Citations (16)

Clinical learning environments: place, artefacts and rhythm

Medical Education (2017)

Dale Sheehan Tanisha Jowsey Mariam Parwaiz Mark Birch Philippa Seaton

Context Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. Methods An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. Results A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. Conclusions We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised.

Supervisor

Thematic Analysis

Learning environment

10.1111/medu.13390

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Citations (37)

Proving that teaching has improved outcomes not for learners but for clients

Dale Sheehan

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Police Perpetrators of Domestic Violence

Dale Sheehan Vincent B. Van Hasselt

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Learning and supervision in internship: a sociocultural framework for understanding learning and supervision in medical internship.

Dale Sheehan

10.26021/9529

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Citations (3)

Lessons from the February 2011 Christchurch Earthquake for the training and preparation of Post Graduate Year 1 doctors.

PubMed (2013)

Dale Sheehan John Thwaites Blair York Jaejin Lee

Post graduate

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Citations (1)

Healthcare Systems and Spaces

SensePublishers eBooks (2014)

Anne Croker Dale Sheehan Rick Iedema

Healthcare is a broad yet heterogeneous notion that can be viewed in different ways. On one hand, healthcare is a service industry with major employer status, high expenditure and rapid growth. As a service industry healthcare tends to be objectified as a set of efficient, reproducible, measurable systems. On the other hand, healthcare encompasses a range of human relational experiences. These experiences draw on and reflect people's various situations, perspectives, needs, fears and aspirations, as healthcare providers, patients, clients, consumers and carers.

Healthcare service

Healthcare Industry

Healthcare system

10.1007/978-94-6209-788-9_3

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Citations (1)

Practice-based education: Theoretical underpinnings

Dale Sheehan Joy Higgs

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Outcomes Evaluation of a Culturally Appropriate Clinical Teaching Programme for Maori Health Professionals

Focus on Health Professional Education A Multi-Professional Journal (2004)

Dale Sheehan David Jansen Myra Ruka Sue Crengle

Introduction: A key goal of the Maori health provider development strategy in New Zealand is to establish programs 'by Maori for Maori'. The intention of the program reported in this article was to develop Maori clinical teachers who could contribute to the development of a clinically and culturally competent Maori health workforce. Within this frame of reference, Dale Sheehan and David Jansen adapted a mainstream education programme - the Graduate Certificate in Clinical Teaching- to meet the needs of interdisciplinary groups of Maori health professionals. Methods: Twelve months after the first group graduated from this course, follow up interviews were undertaken with them to identify the long-term learning outcomes of the course and the impact and utility of the training within their workplaces. Results: The article reports on the findings, which support the decision to base the course on a marae and to ensure a Maori learning environment. Challenges that arose from running the programme as a wananga (a training programme based on principles of Maori learning) and the impact of this programme on those who attended and their workplace practices are also included. Discussion: We hope to inspire others to consider ways they can meet the needs of indigenous learners within their mainstream courses and programme.

Mainstream

Certificate

Health Professionals

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