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• W2034982967 abstract "Medical EducationVolume 47, Issue 5 p. 438-440 Commentary When shifting context: the role of context dynamics in educating and understanding handover Morris Gordon, Corresponding Author Morris Gordon Salford, Manchester, UKCorrespondence: Morris Gordon, Department of Paediatrics, Blackpool Victoria Hospital, Whinney Heys Road, Blackpool, Lancashire FY3 8NR, UK. Tel: 00 44 781 668 7791;E-mail: [email protected]; [email protected]Search for more papers by this author Morris Gordon, Corresponding Author Morris Gordon Salford, Manchester, UKCorrespondence: Morris Gordon, Department of Paediatrics, Blackpool Victoria Hospital, Whinney Heys Road, Blackpool, Lancashire FY3 8NR, UK. Tel: 00 44 781 668 7791;E-mail: [email protected]; [email protected]Search for more papers by this author First published: 10 April 2013 https://doi.org/10.1111/medu.12156Citations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References 1Pimmer C, Pachler N, Genewein U. Contextual dynamics in clinical workplaces: learning from doctor-to-doctor consultations. Med Educ 2013; 47:463–75. 2Philibert I. Use of strategies from high-reliability organisations to the patient hand-off by resident physicians: practical implications. Qual Saf Health Care 2009; 18: 261–6. 3Lardner R. Effective Shift Handover. London: Health & Safety Executive 1996. 4Gordon M. Training on handover of patient care within UK medical schools. Med Educ Online 2013; 18: 20169. 5Gordon M, Findley R. Educational interventions to improve handover in health care: a systematic review. Med Educ 2011; 45: 1081–9. 6Frankel RM, Flanagan M, Ebright P, Bergman A, O'Brien CM, Franks Z, Allen A, Harris A, Saleem JJ. Context, culture and (non-verbal) communication affect handover quality. BMJ Qual Saf 2012 Dec; 21 (Suppl 1): i121–8. doi: 10.1136/bmjqs-2012-001482. 7Brown JS, Collins A, Duguid P. Situated cognition and the culture of learning. Educational Res, 1989 January 1; 18 (1): 32–42. 8Boor K, Scheele F, van der Vleuten CPM, Teunissen PW, Den Breejen EME, Scherpbier AJJA. How undergraduate clinical learning climates differ: a multi method case study. Med Educ 2008; 42 (10): 1029–36. 9Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning. Med Educ 2007; 41 (1): 84–91. 10Brown R, Rasmussen R, Baldwin I, Wyeth P. Design and implementation of a virtual world training simulation of ICU first hour handover processes. Aust Crit Care 2012 Aug; 25(3): 178–87. 11Ker JS, Hesketh EA, Anderson F, Johnston DA. Can a ward simulation exercise achieve the realism that reflects the complexity of everyday practice junior doctors encounter? Med Teach 2006; 28 (4): 330–4. 12Klaber RE, Macdougall CF. Learning and teaching. Arch Dis Child Educ Pract Ed 2009; 94: 118–22. 13Sanfey H, Stiles B, Hedrick T, Sawyer RG. Morning report: combining education with patient handover. Surgeon 2008 Apr; 6(2): 94–100. Citing Literature Volume47, Issue5May 2013Pages 438-440 ReferencesRelatedInformation" @default.
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