scholarly journals Clinical teachers working in primary care: what would they like changed in the medical school?

2011 ◽  
Vol 3 (4) ◽  
pp. 298 ◽  
Author(s):  
Susan Hawken ◽  
Marcus Henning ◽  
Ralph Pinnock ◽  
Boaz Shulruf ◽  
Warwick Bagg
Keyword(s):  
Primary Care ◽  
General Practitioners ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Learning Opportunities ◽  
Learning Objectives ◽  
Clinical Learning ◽  
Ethical Awareness ◽  
Clinical Learning Environment ◽  
Clinical Teachers

INTRODUCTION: General practitioners (GPs) working as clinical teachers are likely to influence medical students’ level of community-based learning. This paper aimed to ascertain clinical teachers’ views in relation to The University of Auckland about their clinical learning environment. METHOD: A total of 34 clinical teachers working in primary care contributed to this study. To gauge their level of involvement in teaching and learning, the clinical teachers were asked about issues such as their confidence, available time, sufficient clinical learning opportunities, clear learning objectives to teach students and what they would like changed. FINDINGS: The GPs appeared confident, felt there were sufficient learning opportunities for students and that their students were part of the team. Less experienced teachers expressed less confidence than more experienced peers. There was some hesitancy in terms of coping with time and feedback. Some clinical teachers were unclear about the learning objectives presented to students. CONCLUSION: Several issues that emerged—including available time and financial rewards – are difficult to resolve. Curriculum and selection are evolving issues requiring constant monitoring and alignment with increasing numbers of students studying medicine, increased ethical awareness, more diverse teaching systems and more advanced technologies. Non-faculty clinicians need adequate representation on curriculum committees and involvement in clinical education initiatives. Issues of cultural competency and professional development were raised, suggesting the need for more established links between university and GPs. KEYWORDS: Primary health care; clinical teaching; general practitioners

scholarly journals Physiotherapy students’ and clinical teachers’ perspectives on best clinical teaching and learning practices: A qualitative study.

2010 ◽  
Vol 66 (3) ◽  
Author(s):  
D.V. Ernstzen ◽  
E. Bitzer ◽  
K. Grimmer-Somers
Keyword(s):  
Clinical Education ◽  
Clinical Competence ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Analysis Data ◽  
Learning Opportunities ◽  
Clinical Teachers ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Physiotherapy Students

Background: Clinical  education  forms  a  core  component of the training  of physiotherapy students.  Little research on the efficacy of commonly used  physiotherapy  clinical  learning  and  teaching  opportunities are available. Objective: This  paper  sought  to  identify  the  clinical  teaching  and  learning  opportunities  that  undergraduate  physiotherapy  students  and  clinical  teachers viewed as effective in enhancing learning, as well as the reasoning behind their views.Design: A qualitative research design was used.  Data was analyzed using content analysis.   Data was coded, cate gorized and conceptualized into key themes and patterns. Participants: All third year (n=40) and fourth year (n=40) physiotherapy students as well as their clinical teachers (n=37) were eligible to participate. Semi-structured individual interviews were conducted with a purposive sample consisting of six third-year students, six fourth-year students and six clinical teachers.  Results:  The  results  indicated  that  learning  is  best  facilitated  in  open,  relaxed  environments.Demonstrations  of patient management by teachers and students, discussion of patient cases, feedback and formative assessment were identified to be effective strategies to enhance development of clinical competence.  Conclusion: Clinical education, using focused and structured processes, could ensure that students are exposed to a range of learning opportunities for development of clinical competence.

scholarly journals Issues in Clinical Learning Environment among Undergraduate Nursing Students in Khyber Pakhtunkhwa, Pakistan

2020 ◽  
Vol 9 (3) ◽  
pp. 182-189
Author(s):  
Asghar Khan ◽  
Hamida Begum
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
P Value ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Clinical Teachers ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Khyber Pakhtunkhwa ◽  
Undergraduate Nursing

Background: Nursing students apply theoretical and evidence-based knowledge on real patients in clinical placements, thus poor clinical education may affect their performance along with patient care. The perceptions of nursing internees may serve as a solid evidence of issues in clinical learning. The objective of this study was to identify issues regarding clinical learning among undergraduate nursing students. Material and Methods: A descriptive cross-sectional design was employed to collect data from a sample of 72 graduated Nursing Internees from Nursing Colleges in the Khyber Pakhtunkhwa (KPK) province of Pakistan. This study was conducted from April 2019 to August 2019. A Questionnaire in the form of Likert scale was developed for data collection regarding past experiences of their undergraduate studies. SPSS 22 was used for analysis. Chi-squared test was used to compare between male/female, public/private clinical placements and public/private colleges, respectively.    Results: Of the participants 79% (n=57) were male and 21% (n=15) were female. Mean age of participants was 24.29±1.72 years. Four barriers in clinical education due to deficiencies in educational institutions included: shortage of clinical teachers (76.4%), clinical teachers rarely visited students (75%), too many students were supervised by a single teacher (81.9%) and students are overloaded with too many written assignments (75%). The P-value for shortage of clinical teachers was statistically significant (P=.016). The main barriers in clinical education attributed to clinical settings or the hospitals were behavior of the hospital staff resulting in the loss of students’ confidence (73.6%) and anxiety of students to perform wrong procedures (73.6%).  However, none of these barriers in clinical education were statistically significant (P>0.05). Conclusion: Findings of the study illustrated dissatisfaction of graduate nursing internees regarding the clinical education as almost all the issues received more than 50% responses. Key words: Clinical placement, Clinical Nursing teacher, Nursing internees, Student nurses

Student satisfaction level, clinical learning environment, and tutor participation in primary care clinical placements: An observational study

2021 ◽  
pp. 105156
Author(s):  
Agueda Cervera-Gasch ◽  
Víctor M. González-Chordá ◽  
Víctor Ortiz-Mallasen ◽  
Laura Andreu-Pejo ◽  
Desiree Mena-Tudela ◽  
...  
Keyword(s):  
Primary Care ◽  
Learning Environment ◽  
Observational Study ◽  
Student Satisfaction ◽  
Clinical Learning ◽  
Satisfaction Level ◽  
Clinical Learning Environment ◽  
Clinical Placements

scholarly journals Creating a positive learning environment for adult

2017 ◽  
Vol 9 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Amal Roshdi A.Mostafa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Teaching ◽  
Demographic Data ◽  
Mean Difference ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Actual Form ◽  
Positive Learning Environment

The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process.  The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni – Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni–Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1):  Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. Key words: adult learner, positive learning environment, Clinical learning environment, Nursing education, Nursing student

scholarly journals Attitudes of teaching faculty towards clinical teaching of medical students in an emergency department of a teaching institution in Singapore during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 67-74
Author(s):  
Tess Lin Teo ◽  
Jia Hao Lim ◽  
Choon Peng Jeremy Wee ◽  
Evelyn Wong
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Faculty Attitudes ◽  
Clinical Teachers ◽  
Risk Environments ◽  
Tertiary Teaching ◽  
Tertiary Teaching Hospital ◽  
Teaching Faculty

Introduction: Singapore experienced the COVID-19 outbreak from January 2020 and Emergency Departments (ED) were at the forefront of healthcare activity during this time. Medical students who were attached to the EDs had their clinical training affected. Methods: We surveyed teaching faculty in a tertiary teaching hospital in Singapore to assess if they would consider delivering clinical teaching to medical students during the outbreak and conducted a thematic analysis of their responses. Results: 53.6% felt that medical students should not undergo clinical teaching in the ED and 60.7% did not wish to teach medical students during the outbreak. Three themes arose during the analysis of the data - Cognitive Overload of Clinical Teachers, Prioritisation of Clinical Staff Welfare versus Medical Students, and Risk of Viral Exposure versus Clinical Education. Conclusion(s): During a pandemic, a balance needs to be sought between clinical service and education, and faculty attitudes towards teaching in high-risk environments can shift their priorities in favour of providing the former over the latter.

Student and Faculty Reflections of the Hidden Curriculum

2016 ◽  
Vol 34 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Julia Bandini ◽  
Christine Mitchell ◽  
Zachary D. Epstein-Peterson ◽  
Ada Amobi ◽  
Jonathan Cahill ◽  
...  
Keyword(s):  
Medical School ◽  
Student Development ◽  
Clinical Education ◽  
Hidden Curriculum ◽  
Medical Training ◽  
Clinical Work ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Socialization Process ◽  
Self Reflection

The hidden curriculum, or the socialization process of medical training, plays a crucial role in the development of physicians, as they navigate the clinical learning environment. The purpose of this qualitative study was to examine medical faculty and students’ perceptions of psychological, moral, and spiritual challenges during medical training in caring for critically ill patients. Focus groups were conducted with 25 Harvard Medical School (HMS) students, and interviews were conducted with 8 HMS faculty members. Five major themes emerged as important in shaping students’ medical training experiences. First, students and faculty discussed the overall significance of the hidden curriculum in terms of the hierarchy of medicine, behavioral modeling, and the value placed on research versus clinical work. Second, respondents articulated values modeled in medicine. Third, students and faculty reflected on changes in student development during their training, particularly in terms of changes in empathy and compassion. Fourth, respondents discussed challenges faced in medical school including professional clinical education and the psychosocial aspects of medical training. Finally, students and faculty articulated a number of coping mechanisms to mitigate these challenges including reflection, prayer, repression, support systems, creative outlets, exercise, and separation from one’s work. The results from this study suggest the significance of the hidden curriculum on medical students throughout their training, as they learn to navigate challenging and emotional experiences. Furthermore, these results emphasize an increased focus toward the effect of the hidden curriculum on students’ development in medical school, particularly noting the ways in which self-reflection may benefit students.

scholarly journals “Back to Bedside”: Residents' and Fellows' Perspectives on Finding Meaning in Work

2017 ◽  
Vol 9 (2) ◽  
pp. 269-273 ◽  
Author(s):  
Dustin M. Hipp ◽  
Kristy L. Rialon ◽  
Kathryn Nevel ◽  
Anai N. Kothari ◽  
LCDR Dinchen A. Jardine
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Clinical Teaching ◽  
Direct Patient Care ◽  
Clinical Learning ◽  
Physician Burnout ◽  
Clinical Learning Environment ◽  
Daily Work ◽  
Meaning In Work ◽  
Multispecialty Group

ABSTRACT Background Physician burnout is common and associated with significant consequences for physicians and patients. One mechanism to combat burnout is to enhance meaning in work. Objective To provide a trainee perspective on how meaning in work can be enhanced in the clinical learning environment through individual, program, and institutional efforts. Methods “Back to Bedside” resulted from an appreciative inquiry exercise by 37 resident and fellow members of the ACGME's Council of Review Committee Residents (CRCR), which was guided by the memoir When Breath Becomes Air by Paul Kalanithi. The exercise was designed to (1) discover current best practices in existing learning environments; (2) dream of ideal ways to enhance meaning in work; (3) design solutions that move toward this optimal environment; and (4) support trainees in operationalizing innovative solutions. Results Back to Bedside consists of 5 themes for how the learning environment can enhance meaning in daily work: (1) more time at the bedside, engaged in direct patient care, dialogue with patients and families, and bedside clinical teaching; (2) a shared sense of teamwork and respect among multidisciplinary health professionals and trainees; (3) decreasing the time spent on nonclinical and administrative responsibilities; (4) a supportive, collegial work environment; and (5) a learning environment conducive to developing clinical mastery and progressive autonomy. Participants identified actions to achieve these goals. Conclusions A national, multispecialty group of trainees developed actionable recommendations for how clinical learning environments can be improved to combat physician burnout by fostering meaning in work. These improvements can be championed by trainees.

scholarly journals Virtual COVID-19 Clinical Teaching Session:

2020 ◽  
Vol 8 ◽  
pp. 1-5
Author(s):  
Jessica Allman ◽  
Mohamad Moussa ◽  
Shivam Shah ◽  
Madison Rectenwald ◽  
Casey Pollard ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Online Learning ◽  
Medical Students ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Learning Opportunities ◽  
The Novel ◽  
Interactive Approach ◽  
Hands On

The novel SARS-CoV-2 virus, or COVID-19, has caused a pandemic in the past year that has significantly impacted the health care system and medical education. This virus has uniquely impacted Emergency Medicine, as many COVID-19 patients suffer from acute respiratory distress or failure and require emergent stabilization. While physicians, residents, and medical students would all benefit from hands-on training on the medical management and stabilization of COVID-19 patients, this is not feasible due to risk of transmission and spread of the virus. Students have missed countless hours of hands-on clinical education because of the shift to online learning or emergency remote learning due to these concerns. A PowerPoint presentation was given via Webex by Emergency Medicine physicians and residents to medical students in hopes of bridging this gap. The lecture presented information on diagnosis, clinical management, and clinical course of COVID-19 positive patients in the Emergency Department. Students were able to engage with Emergency Medicine physicians and ask questions in real time. A pre-session survey and post-session survey were administered via Google Forms to assess students’ confidence in six different domains. There was significant improvement in all six domains of the survey when comparing the pre-session and post-session survey confidence intervals with a p<0.05 being statistically significant. It was found that storytelling of patient management was an effective way to demonstrate clinical skills critical for physicians such as advocating for patients. This presentation highlights the utility and effectiveness of an interactive approach to the virtual education of medical students during the COVID-19 pandemic while adhering to online learning and social distancing formats. In addition, this model can be applied to substitute for other clinical learning opportunities that are not currently available to students due to the pandemic.

scholarly journals Clinical experiences of first-time registered Master's chiropractic students during their clinical practicum

2017 ◽  
Author(s):  
◽  
Nivida Ganesh
Keyword(s):  
South Africa ◽  
Learning Environment ◽  
Clinical Education ◽  
Independent Practice ◽  
Clinical Learning ◽  
Clinical Experiences ◽  
Clinical Learning Environment ◽  
Clinical Practicum ◽  
Chiropractic Students ◽  
First Time

Background The imperative of clinical education in chiropractic is to endow students with the clinical competencies and professional attributes necessary for independent practice. The clinical practicum exposes chiropractic students to the realities, demands and expectations of patient care through immersion into the clinical learning environment. Various authors emphasise the importance of obtaining a student’s perspective of their experiences within this environment as it is essential to curriculum development and improvement, delivery of quality clinical education, and student satisfaction with their standard of education. Interestingly, unlike in other health professions’ disciplines, the clinical experiences of chiropractic students who have commenced their clinical practicum have scarcely been described in international literature. This study is the first of its kind to record the clinical experiences of chiropractic students during their clinical practicum in South Africa. Aim The aim of this study was to explore and describe the clinical experiences of first-time registered Master’s chiropractic students during their clinical practicum component at the Durban University of Technology Chiropractic Day Clinic in 2016. Method A qualitative, exploratory, descriptive approach was utilised. A purposive sample of 15 first-time registered Master’s chiropractic students was interviewed. Their clinical experiences during the clinical practicum were obtained through semi-structured interviews. Seven key questions, each relating to a specific aspect of the clinical practicum, were used to stimulate discussion. The data were recorded electronically and thereafter transcribed. Thematic analysis was used to interpret the data. Results Four main themes were identified, viz. undergraduate education and pre-clinical preparation; experiences within the clinical learning environment; inter-personal relationships in a clinical learning environment, and appraisal of the clinical practicum. Participants reported that the undergraduate and pre-clinical preparatory phase needed to be more practically orientated in order to provide relevance and cohesion to clinical learning. Significant experiences in the clinical learning environment included personal and professional growth and development, perceptions of preparedness for independent practice, perceptions of patient responses to chiropractic care, administrative duties and clinic infrastructure. The interpersonal relationships that contributed to the overall clinical experience were between students and their clinical supervisors, and students and the administrative staff. The appraisal of the clinical practicum included highlights and positive aspects that shaped the attitudes, values and philosophies of students, as well as the challenges and obstacles they encountered within the clinical learning environment. Conclusion This is the first South African study to document the clinical experiences of first-time registered Master’s chiropractic students. These clinical experiences were based on a variety of organisational and curriculum-orientated factors, as well as interpersonal dynamics. While students acknowledged and appreciated the critical importance of clinical education, and valued the learning opportunities within the clinical setting, they also provided constructive feedback on matters needing improvement to enhance the overall clinical experience. The lack of exposure to patient care prior to the commencement of the clinical practicum negatively impacted the clinical experiences. It is recommended that the findings of this study be utilised by the key stakeholders within chiropractic education to enhance chiropractic clinical education in South Africa.

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