Supporting Learner Well‐being

Joanna Bishop, Graeme Horton, Wendy Hu, Claire Vogan

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

Promoting well‐being is now acknowledged as an issue that requires dedicated resources and effective strategy. This chapter explains why the well‐being of learners is a priority for all education providers; many examples refer to medical schools and their students but the information is relevant to the well‐being of all allied health learners. It outlines a range of approaches and strategies to be considered when developing a robust system of learner support that will promote a healthy and sustainable workforce to care for future patients. The chapter highlights some specific examples of ways in which universities and medical schools around the world have developed and implemented interventions to improve learner support. It also overviews of the importance of learner well‐being in the education of future health professionals; the focus has been on the literature for medical students with the principles being applicable to all allied health learners from undergraduate to postgraduate.
Original languageEnglish
Title of host publicationUnderstanding Medical Education: Evidence, Theory, and Practice
EditorsTim Swanwick, Kirsty Forrest, Bridget C. O'Brien
Place of PublicationHoboken, NJ
PublisherWiley-Blackwell
Chapter33
Pages485-496
Number of pages12
Edition3rd
ISBN (Electronic)9781119373780
DOIs
Publication statusPublished - 5 Oct 2018

Fingerprint

health
health professionals
school
medical student
education
university
resources
student
literature

Cite this

Bishop, J., Horton, G., Hu, W., & Vogan, C. (2018). Supporting Learner Well‐being. In T. Swanwick, K. Forrest, & B. C. O'Brien (Eds.), Understanding Medical Education: Evidence, Theory, and Practice (3rd ed., pp. 485-496). Hoboken, NJ: Wiley-Blackwell. https://doi.org/10.1002/9781119373780.ch33
Bishop, Joanna ; Horton, Graeme ; Hu, Wendy ; Vogan, Claire . / Supporting Learner Well‐being. Understanding Medical Education: Evidence, Theory, and Practice. editor / Tim Swanwick ; Kirsty Forrest ; Bridget C. O'Brien. 3rd. ed. Hoboken, NJ : Wiley-Blackwell, 2018. pp. 485-496
@inbook{8b57c62299f54e63bb17f8932a21e4ac,
title = "Supporting Learner Well‐being",
abstract = "Promoting well‐being is now acknowledged as an issue that requires dedicated resources and effective strategy. This chapter explains why the well‐being of learners is a priority for all education providers; many examples refer to medical schools and their students but the information is relevant to the well‐being of all allied health learners. It outlines a range of approaches and strategies to be considered when developing a robust system of learner support that will promote a healthy and sustainable workforce to care for future patients. The chapter highlights some specific examples of ways in which universities and medical schools around the world have developed and implemented interventions to improve learner support. It also overviews of the importance of learner well‐being in the education of future health professionals; the focus has been on the literature for medical students with the principles being applicable to all allied health learners from undergraduate to postgraduate.",
author = "Joanna Bishop and Graeme Horton and Wendy Hu and Claire Vogan",
year = "2018",
month = "10",
day = "5",
doi = "10.1002/9781119373780.ch33",
language = "English",
pages = "485--496",
editor = "Swanwick, {Tim } and Forrest, {Kirsty } and {C. O'Brien}, { Bridget }",
booktitle = "Understanding Medical Education: Evidence, Theory, and Practice",
publisher = "Wiley-Blackwell",
address = "United Kingdom",
edition = "3rd",

}

Bishop, J, Horton, G, Hu, W & Vogan, C 2018, Supporting Learner Well‐being. in T Swanwick, K Forrest & B C. O'Brien (eds), Understanding Medical Education: Evidence, Theory, and Practice. 3rd edn, Wiley-Blackwell, Hoboken, NJ, pp. 485-496. https://doi.org/10.1002/9781119373780.ch33

Supporting Learner Well‐being. / Bishop, Joanna ; Horton, Graeme; Hu, Wendy ; Vogan, Claire .

Understanding Medical Education: Evidence, Theory, and Practice. ed. / Tim Swanwick; Kirsty Forrest; Bridget C. O'Brien. 3rd. ed. Hoboken, NJ : Wiley-Blackwell, 2018. p. 485-496.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

TY - CHAP

T1 - Supporting Learner Well‐being

AU - Bishop, Joanna

AU - Horton, Graeme

AU - Hu, Wendy

AU - Vogan, Claire

PY - 2018/10/5

Y1 - 2018/10/5

N2 - Promoting well‐being is now acknowledged as an issue that requires dedicated resources and effective strategy. This chapter explains why the well‐being of learners is a priority for all education providers; many examples refer to medical schools and their students but the information is relevant to the well‐being of all allied health learners. It outlines a range of approaches and strategies to be considered when developing a robust system of learner support that will promote a healthy and sustainable workforce to care for future patients. The chapter highlights some specific examples of ways in which universities and medical schools around the world have developed and implemented interventions to improve learner support. It also overviews of the importance of learner well‐being in the education of future health professionals; the focus has been on the literature for medical students with the principles being applicable to all allied health learners from undergraduate to postgraduate.

AB - Promoting well‐being is now acknowledged as an issue that requires dedicated resources and effective strategy. This chapter explains why the well‐being of learners is a priority for all education providers; many examples refer to medical schools and their students but the information is relevant to the well‐being of all allied health learners. It outlines a range of approaches and strategies to be considered when developing a robust system of learner support that will promote a healthy and sustainable workforce to care for future patients. The chapter highlights some specific examples of ways in which universities and medical schools around the world have developed and implemented interventions to improve learner support. It also overviews of the importance of learner well‐being in the education of future health professionals; the focus has been on the literature for medical students with the principles being applicable to all allied health learners from undergraduate to postgraduate.

U2 - 10.1002/9781119373780.ch33

DO - 10.1002/9781119373780.ch33

M3 - Chapter

SP - 485

EP - 496

BT - Understanding Medical Education: Evidence, Theory, and Practice

A2 - Swanwick, Tim

A2 - Forrest, Kirsty

A2 - C. O'Brien, Bridget

PB - Wiley-Blackwell

CY - Hoboken, NJ

ER -

Bishop J, Horton G, Hu W, Vogan C. Supporting Learner Well‐being. In Swanwick T, Forrest K, C. O'Brien B, editors, Understanding Medical Education: Evidence, Theory, and Practice. 3rd ed. Hoboken, NJ: Wiley-Blackwell. 2018. p. 485-496 https://doi.org/10.1002/9781119373780.ch33