Sandars, J. and Jackson, B.E. orcid.org/0000-0001-8207-6559 (2015) Self-authorship theory and medical education: AMEE Guide No. 98. Medical Teacher, 37 (6). pp. 521-532. ISSN 0142-159X
Abstract
Responding to the healthcare needs of the twenty-first century is a challenge for medical education, requiring a holistic curriculum that stimulates intellectual growth and facilitates personal development of all learners. Self-authorship theory has a focus on the essential development of cognitive maturity, an integrated identity and mature relationships. The educational application of self-authorship situates learning in the experiences of learners and challenges learners’ current worldview enabling them to take responsibility for their own decisions and actions. Implications for curriculum development and implementation are discussed, including the need to provide a challenging, yet supportive, learning environment. The use of self-authorship theory to inform educational research is also discussed.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015 Taylor & Francis. This is an author produced version of a paper subsequently published in Medical Teacher. Uploaded in accordance with the publisher's self-archiving policy. |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > The Medical School (Sheffield) > Academic Unit of Medical Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 29 Sep 2016 09:41 |
Last Modified: | 08 Feb 2021 08:10 |
Published Version: | https://dx.doi.org/10.3109/0142159X.2015.1013928 |
Status: | Published |
Publisher: | Taylor & Francis |
Refereed: | Yes |
Identification Number: | 10.3109/0142159X.2015.1013928 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:100791 |