Student growth and the clinical teacher

1971 ◽  
Vol 35 (5) ◽  
pp. 306-307
Author(s):  
M Field
Keyword(s):  
Student Growth ◽  
Clinical Teacher

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Preparation of the Clinical Teacher for Special Education: 1866-1966

1967 ◽  
Vol 34 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Louis Schwartz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Training Program ◽  
Clinical Teaching ◽  
Academic Community ◽  
Clinical Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Basic Assumptions ◽  
Clinician Educator

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.

The Impact of On-campus Student Growth on First-year Student Engagement and Success

2007 ◽  
Vol 48 (8) ◽  
pp. 941-966 ◽  
Author(s):  
Steven M. LaNasa ◽  
Elizabeth Olson ◽  
Natalie Alleman
Keyword(s):  
Student Engagement ◽  
Student Growth ◽  
First Year ◽  
The Impact ◽  
First Year Student

Recognition of the Clinical Teacher

PEDIATRICS ◽  
1966 ◽  
Vol 37 (5) ◽  
pp. 853-854
Author(s):  
CHARLES V. PRYLES
Keyword(s):  
New York ◽  
England Journal ◽  
New England ◽  
Academic Medicine ◽  
New York Times ◽  
Clinical Teacher ◽  
Laboratory Research ◽  
The New York Times ◽  
Excellence In Teaching

For some time others as well as I have been concerned with the fact that there are no rewards for excellence in teaching and that in order to achieve advancement in academic medicine one must do basic laboratory research, and perhaps the more basic the research, the better the chances for recognition and promotion. A recent Special Article by Dr. Samuel Proger in the September 9, 1965, issue of the New England Journal of Medicine and an editorial in the November 1 issue of the New York Times deplore the emphasis on research to the neglect of teaching, both in undergraduate and postgraduate years.

scholarly journals Measuring the Quality of Rural-Based, Government Health Care Workers in Nepal

2010 ◽  
Author(s):  
Stephen Knoble ◽  
Anil Pandit ◽  
Bibek Koirala ◽  
Laxmi Ghimire
Keyword(s):  
Health Care ◽  
Health Care Workers ◽  
Clinical Training ◽  
Health Workers ◽  
Clinical Skills ◽  
Clinical Teacher ◽  
Government Health ◽  
Care Workers ◽  
Key Skills ◽  
Significant Difference

A representative, cross-sectional clinical skills assessment of 163 mid-level, rural-based, government health care workers was conducted in four districts of Nepal in June 2007. All Health Assistants and Auxiliary Healthcare Workers within the target districts were scored using checklists of standardized key skills in clinical encounters with model patients or clinical models. Participant scores were reported as a mean percentage in adult medicine 28(%), pediatric medicine 56(%), maternity medicine 35(%), orthopedic medicine 45(%), clinical procedures 59(%), and management 46(%). This was measured against the government’s 60(%) standard on clinical skills. There was little significant difference between categories of health workers by district of posting or years of experience. There was a minor difference in skills by level of facility - workers in higher level facilities scored better across the domains. Reasons for poor performance in clinical skills were attributed to a lack of clinical in-service training programs, training only focusing on prevention and public health, and poor on-sight supervision. Poor pre-service schooling factors included heavy theory concentration in pathophysiology and inadequate clinical exposure opportunities. Recommendations for the improvement of clinical skills and decision-making include the institution of in-service competency-based training with a high emphasis on real patient exposure. Pre-service recommendations include implementation of a national certification program and an expansion of the current government clinical training sites and clinical teacher development programs.

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