The Child Neurology Trainee-as-Teacher: A Clinical Teaching Curriculum Tailored to Learners' Needs and Developmental Roles

2018 ◽  
Vol 78 ◽  
pp. 41-45 ◽  
Author(s):  
Miya E. Bernson-Leung ◽  
David K. Urion
Keyword(s):  
Clinical Teaching ◽  
Child Neurology ◽  
Teaching Curriculum

scholarly journals Assessment of clinical teaching /training program in medicine among the medical students

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Aamir Shahzad ◽  
Tanvir Us Salam ◽  
Mohammad Ashraf Majrooh ◽  
Israr Ul Haque ◽  
Shamail Zafar ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Senior Faculty ◽  
Clinical Rotations ◽  
Medical College ◽  
Teaching Standards ◽  
Teaching Curriculum ◽  
Very High

A student`s analysis of teaching / curriculum designing is important for proper educational planning. The study was conducted to evaluate the clinical training in subject of medicine with mutual collaboration of Foundation University Medical College Rawalpindi (FUMC) and Allama Iqbal Medical College (AIMC) Lahore. Total 151 students were interviewed out of those 74 were interview in FUMC Rawalpindi and 77 in AIMC Lahore. To get the feedback of clinical training in undergraduate students a simple questionnaire was distributed during the clinical attachments of final year students. The results showed 55% students were satisfied with duration of clinical rotation while 48.3% of the students thought, instead of rotation to all units, continuous stay in one unit would be a better idea; but marked variation in teaching standards and level of enthusiasm among teachers forces them to opt for the former to benefit from all teachers. Only 31 percent of students were satisfied with the level of commitment shown by senior faculty members and 21.8 percent thought that topics were adequately covered during clinical rotations. Ward tests were not rated very high as a reliable tool of their assessment and 60% felt it failed to assess them thoroughly.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Clinical Teaching Perception Inventory

1979 ◽  
Author(s):  
Sharon L. O'Connor-Clarke ◽  
Charles M. Clarke ◽  
Maurice A. Hitchcock ◽  
William K. Mygdal ◽  
Bill D. Lamkin
Keyword(s):  
Clinical Teaching

ANALYSIS OF THE WORKFORCE CRISIS IN CHILD NEUROLOGY IN THE UNITED STATES

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
B Lavenstein ◽  
J Bale ◽  
S Ashwal ◽  
D Polsky ◽  
M Painter ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Child Neurology

60. Using a pocket card to improve end-of-life care on clinical teaching units: A controlled trials

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
J. Downar ◽  
J. Mikhael
Keyword(s):  
End Of Life ◽  
Symptom Management ◽  
End Of Life Care ◽  
Palliative Medicine ◽  
Clinical Teaching ◽  
Intervention Group ◽  
Comfort Level ◽  
Control Group ◽  
Life Care ◽  
Comfort Levels

Although palliative and end-of-life is a critical part of in-hospital medical care, residents often have very little formal education in this field. To determine the efficacy of a symptom management pocket card in improving the comfort level and knowledge of residents in delivering end-of-life care on medical clinical teaching units, we performed a controlled trial involving residents on three clinical teaching units. Residents at each site were given a 5-minute questionnaire at the start and at the end of their medicine ward rotation. Measures of self-reported comfort levels were assessed, as were 5 multiple-choice questions reflecting key knowledge areas in end-of-life care. Residents at all three sites were given didactic teaching sessions covering key concepts in palliative and end-of-life care over the course of their medicine ward rotation. Residents at the intervention site were also given a pocket card with information regarding symptom management in end-of-life care. Over 10 months, 137 residents participated on the three clinical teaching units. Comfort levels improved in both control (p < 0.01) and intervention groups (p < 0.01), but the intervention group was significantly more comfortable than the control group at the end of their rotations (z=2.77, p < 0.01). Knowledge was not significantly improved in the control group (p=0.07), but was significantly improved in the intervention group (p < 0.01). The knowledge difference between the two groups approached but did not reach statistical significance at the end of their rotation. In conclusion, our pocket card is a feasible, economical educational intervention that improves resident comfort level and knowledge in delivering end-of-life care on clinical teaching units. Oneschuk D, Moloughney B, Jones-McLean E, Challis A. The Status of Undergraduate Palliative Medicine Education in Canada: a 2001 Survey. Journal Palliative Care 2004; 20:32. Tiernan E, Kearney M, Lynch AM, Holland N, Pyne P. Effectiveness of a teaching programme in pain and symptom management for junior house officers. Support Care Cancer 2001; 9:606-610. Okon TR, Evans JM, Gomez CF, Blackhall LJ. Palliative Educational Outcome with Implementation of PEACE Tool Integrated Clinical Pathway. Journal of Palliative Medicine 2004; 7:279-295.

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