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Clinical Teachers (clinical + teacher)
Selected AbstractsTeaching Techniques in the Clinical Setting: the Emergency Medicine PerspectiveACADEMIC EMERGENCY MEDICINE, Issue 10 2004David A. Wald DO Abstract The emergency department (ED) provides a unique educational experience that is distinct from both inpatient and ambulatory care settings. Because of the high acuity, interesting pathology, and rapid patient turnover, the ED is an ideal location to train medical students. Numerous teaching opportunities exist within the domain of the ED. In the preclinical years, the ED setting provides medical students with an introduction to clinical medicine and may serve as a venue for teaching basic history and physical examination skills. In the clinical years, medical students are exposed to a wide range of undifferentiated patients. Besides common medical and surgical complaints, many medical students will encounter clinical scenarios that they otherwise would have little direct contact with. Encounters such as the acutely poisoned or intoxicated patient, environmental emergencies, interaction with out-of-hospital providers, and patients requiring emergency procedures are just a few situations that make emergency medicine a distinct clinical specialty. These and other student,patient encounters can provide the teaching physician an opportunity to focus case-based teaching on a number of elements including complaint-directed medical interviewing and physical examination skills, development of case-specific differential diagnosis, diagnostic evaluation, implementation of patient management plans, and patient disposition. In this review article, the authors discuss various ways to approach and improve clinical teaching of medical students, including: opportunities for teaching in the ED, teaching procedural skills, student case presentations, clinical teaching styles, qualities of an effective clinical teacher, and barriers to effective clinical teaching. [source] A pilot study of the use and perceived utility of a scale to assess clinical dental teaching within a UK dental school restorative departmentEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2009S. Woolley Abstract Introduction:, Feedback on individual teaching performance gives an important contribution and support to the reflective practices of educators. Unfortunately, feedback is an infrequent exercise provided to dental teachers about their teaching practices. The Effective Clinical Dental Teaching (ECDT) scale has been used previously to assess clinical teachers, but has not been used within the UK. Methods:, This study looks at the use of the ECDT scale in the setting of a UK dental school, as a method of feedback collection and delivery in seven domains of clinical teaching. The ECDT was used to evaluate the teaching of 16 clinical teachers by dental undergraduates, and to investigate the opinions of these clinical teachers and clinical dental students about the utility of this scale. Results:, The study identified that there was a disparity between self and student perception of teaching. The total ECDT scores ranged from a minimum of 55% 66.6/125 to a maximum of 90% 113.8/125, with a mean group score of 73% 91.6/125. Most clinicians evaluated by students scored above 3/5 for all teaching domains, although there appeared to be significant differences between the four teacher groups. The majority of staff and students were in favour of the use of such a scale to support the progression and development of teaching styles. Conclusion:, The ECDT scale is a useful tool for highlighting the areas of strength and deficiency within clinical dental teaching. Its use may complement peer review for individual teachers and identify future topics for staff development sessions. Further research is recommended to identify the individual strengths and weaknesses that different types of teacher may bring to curriculum teaching. [source] Clinical teachers' approaches to nursingJOURNAL OF CLINICAL NURSING, Issue 5-6 2010Helen Forbes Aims and objectives., The aim of the study was to investigate clinical teachers' experiences of nursing and clinical teaching of undergraduate university students. This article reports on clinical teachers' approaches to nursing, which is one part of that study. Background., A lack of knowledge and understanding exists about how clinical teachers approach nursing. There is a likely relationship between approaches to nursing and what is focused on when teaching undergraduate nursing students in the clinical setting. It is therefore important to understand the variation in how clinical teachers approach nursing. Design., Phenomenography. Method., Semi-structured interviews of 20 practicing nurses currently employed as clinical teachers from a range of Australian universities were conducted. Data were analysed using a phenomenographic approach. Results., Key aspects of variation in clinical teacher approaches to nursing were identified. The results suggest that clinical teachers approach nursing in one of two ways, either a patient-focused approach or a nurse-focused approach. The research findings extend knowledge that will assist with preparation and support of clinical teachers. Conclusion., Knowledge of the different approaches to nursing provides a structure for helping clinical teachers increase their awareness of both their approach to nursing and the implications for their nursing and teaching. Relevance to clinical practice., Awareness of complex approaches to nursing may be required for multidisciplinary care. [source] Student views on the effective teaching of physical examination skills: a qualitative studyMEDICAL EDUCATION, Issue 2 2009Merel J C Martens Objectives, The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. Methods, We organised focus group discussions with students from Years 1,3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Results, Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: ,responding to students' questions'; ,not exposing students' weaknesses in front of the group', and ,[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. Conclusions, The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views. [source] Describing clinical teachers' characteristics and behaviours using critical incidents and repertory gridsMEDICAL EDUCATION, Issue 7 2006Praminthra Chitsabesan Context, Completion of a rating questionnaire is the method used most frequently to evaluate a teacher's performance. Questionnaires that largely assess ,high-inference' teaching characteristics, such as ,enthusiasm' and ,friendliness', require the observer to make a judgement about the teacher but do not describe what the teacher actually did and so have limited use in providing feedback. Measures of ,low-inference' teaching behaviours (i.e. those that are concrete and observable), such as frequency, amount or types of verbal interaction, do not demonstrate how these are linked to good teaching. Objectives, To describe high-inference teacher characteristics and define the associated low-inference behaviours. Methods, A purposive sample of consultants, postgraduate and undergraduate students, nurse lecture practitioners and patients were selected for semistructured interviews using repertory grids and critical incidents to elicit preferred characteristics and behaviours of clinical teachers. Interviews were audiotaped, transcribed and then content-analysed using a framework to pair teachers' characteristics and their behaviours. Results, We identified a variety of preferred high-inference characteristics and their associated observable and recordable low-inference behaviours. Discussion, We carried out a study that included all participants in clinical teaching and found that participants differed in their preferred characteristics and behaviours. It is important for future research to look at behaviours interdependently, rather than alone, and to take into account the evidence that participants tend to infer characteristics rather than think in terms of behaviours. This information will be used to inform the development of a formative tool for evaluating clinical teaching. [source] Teaching and learning in the clinical setting: a qualitative study of the perceptions of students and teachersMEDICAL EDUCATION, Issue 11 2003Patsy Stark Objective, To describe the perceptions of medical students and clinical teachers of teaching and learning in the clinical setting. Design, Qualitative study of focus groups with undergraduate medical students and semistructured interviews with hospital consultant clinical teachers. Setting, The School of Medicine, University of Leeds and the Leeds Teaching Hospitals Trust, UK. Participants, Fourth year medical students and consultant clinical teachers. Main outcome measures, Analysis of narratives to identify students' perceptions of clinical teaching and consultants' views of their delivery of undergraduate clinical teaching. Results, Students believed in the importance of consultant teaching and saw consultants as role models. However, they perceived variability in the quality and reliability of teaching between physicians and surgeons. Some traditional teaching venues, especially theatre, are believed to be of little clinical importance. Generally, consultants enjoyed teaching but felt under severe pressure from other commitments. They taught in a range of settings and used various teaching strategies, not all of which were perceived to be ,teaching' by students. Conclusions, While students and teachers are educational partners, they are not always in agreement about the quality, quantity, style or appropriate setting of clinical teaching. To enable teachers to provide more high quality teaching, there needs to be support, opportunities and incentives to understand curricular developments and acquire teaching skills. [source] What can clinical teachers learn from Harry Potter and the Philosopher's Stone?MEDICAL EDUCATION, Issue 12 2002Jennifer J Conn Many clinical teachers acquire a working knowledge of the principles of teaching and learning through observation, by adopting positive and rejecting negative examples of clinical instruction. Well selected vignettes of teaching behaviours taken from contemporary film and literature may provide rich substrate by which to engage clinical teachers in discourse about instructional technique. This paper draws on J K Rowling's novel and its companion film, Harry Potter and the Philosopher's Stone, and critically analyses the teaching styles of the staff at Hogwarts School of Wizardry and Witchcraft in the context of contemporary generic and medical education literature. Specifically, it argues that effective teachers demonstrate not only an in-depth knowledge of their discipline but possess a keen appreciation of the cognitive changes that occur in their students during the learning process. They are, furthermore, proficient in core instructional skills such as small group facilitation, feedback and questioning. Most importantly, effective teachers model appropriate attitudes in their professional setting and possess highly developed personal qualities such as creativity, flexibility and enthusiasm. [source] Clinical teaching: maintaining an educational role for doctors in the new health care environmentMEDICAL EDUCATION, Issue 10 2000D Prideaux Context and objectives Good clinical teaching is central to medical education but there is concern about maintaining this in contemporary, pressured health care environments. This paper aims to demonstrate that good clinical practice is at the heart of good clinical teaching. Methods Seven roles are used as a framework for analysing good clinical teaching. The roles are medical expert, communicator, collaborator, manager, advocate, scholar and professional. Results The analysis of clinical teaching and clinical practice demonstrates that they are closely linked. As experts, clinical teachers are involved in research, information retrieval and sharing of knowledge or teaching. Good communication with trainees, patients and colleagues defines teaching excellence. Clinicians can ,teach' collaboration by acting as role models and by encouraging learners to understand the responsibilities of other health professionals. As managers, clinicians can apply their skills to the effective management of learning resources. Similarly skills as advocates at the individual, community and population level can be passed on in educational encounters. The clinicians' responsibilities as scholars are most readily applied to teaching activities. Clinicians have clear roles in taking scholarly approaches to their practice and demonstrating them to others. Conclusion Good clinical teaching is concerned with providing role models for good practice, making good practice visible and explaining it to trainees. This is the very basis of clinicians as professionals, the seventh role, and should be the foundation for the further development of clinicians as excellent clinical teachers. [source] Teachers: Recognising Excellence in Medical Education: a student-led award schemeTHE CLINICAL TEACHER, Issue 3 2010Nicola Louise Wheeler Summary Background:, The standard of clinical teaching is acknowledged by undergraduate medical students and their clinical teachers as being variable.1 Furthermore, there is very little recognition by medical schools of the teaching expertise and efforts of clinical teachers.2 Innovation:, In response to these issues, a group of medical students at the University of Birmingham's Medical School have established an awards scheme called Recognising Excellence in Medical Education (REME). This is a student-led award scheme that is supported by the Dean and other senior medical school staff, and by the students' medical society. Method:, This research used two focus groups, one comprising REME award winners and one comprising students who voted in the scheme, to discuss opinions regarding the awards, reasons why the students voted, and how clinical teachers feel about receiving the awards. Discussion:, The focus groups revealed that both students and their clinical teachers were very positive about the award scheme and the impact it has had, both personally and within the hospitals or Trusts of the award winners. The REME awards were viewed as motivating and encouraging for clinical teachers, and were particularly prized as teachers were nominated by their students. [source] Becoming a digital tourist: a guide for clinical teachersTHE CLINICAL TEACHER, Issue 1 2009Clare Morris First page of article [source] Is anyone listening to the concerns of clinical teachers?THE CLINICAL TEACHER, Issue 4 2007Mary Lawson First page of article [source] | ||||||||||