Renewing the practice-knowledge interface

Abstract

Practice is key to professional education. Student reflection and skill rehearsal are by-words of a new Practice Educator role. These are propositions emerging from an initiative to strengthen NHS and Social Care Partnerships with higher education by developing a more integrated model of teaching and learning. This paper describes a method of ‘deliberate interpersonal teaching’ to amalgamate the relationship between knowledge and practice. It forms the basis of one department’s transition to a clinical and workplace focus for teaching that underpins modernisation within one Faculty of Health and its stakeholder partners