Clinical Teacher Training for health professionals: From blended to online and (maybe) back again?

2021 ◽  
Author(s):  
Annette Burgess ◽  
Akhil Bansal ◽  
Antonia Clarke ◽  
Tom Ayton ◽  
Christie Diggele ◽  
...  
Keyword(s):  
Teacher Training ◽  
Health Professionals ◽  
Clinical Teacher

scholarly journals Introduction to the Peer Teacher Training in health professional education supplement series

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Teacher Training ◽  
Health Professional ◽  
Professional Education ◽  
Health Professionals ◽  
Professional Training ◽  
Clinical Teacher ◽  
Professional Students ◽  
Interprofessional Teamwork ◽  
Teacher Training Programs ◽  
Health Professional Training

AbstractSkills in supervision, teaching, facilitation, assessment and feedback, leadership and interprofessional teamwork are required graduate attributes for health professionals. Despite this, the opportunity for learning these skills is rarely embedded within undergraduate and postgraduate health professional training curricula. Additionally, there are limited examples of interprofessional delivery of teaching programs. Since teaching skills can be learned, healthcare faculties play an important role in improving the teaching abilities of their students. At the University of Sydney, we developed and implemented interprofessional, blended learning teacher training programs for health professional students, and junior health professionals: The Peer Teacher Training (PTT) program, and the Clinical Teacher Training (CTT) program. Based on our successful programs, this paper provides an introduction to our Peer Teacher Training supplement. Namely, 11 articles designed to assist those who work and teach in a clinical context; address key challenges; and provide practical tips and frameworks to assist in teaching, assessment, and feedback.

Experiences of teacher training in economic evaluation for health professionals in Cuba

2012 ◽  
Vol 16 (3) ◽  
pp. 67-71 ◽  
Author(s):  
Manuel Collazo Herrera ◽  
Ariana Fernandez Garcia ◽  
Julia Rosa Martínez García
Keyword(s):  
Economic Evaluation ◽  
Teacher Training ◽  
Health Professionals

scholarly journals Micro Teaching Skills for Health Professionals

2015 ◽  
Vol 3 (1) ◽  
pp. 60-64
Author(s):  
Nagendra Chaudhary ◽  
Shyam Kumar Mahato ◽  
Shatdal Chaudhary ◽  
Bal Dev Bhatia
Keyword(s):  
Teacher Training ◽  
Health Professionals ◽  
Teaching Method ◽  
Skills Training ◽  
Teaching Quality ◽  
Factual Knowledge ◽  
Teaching Skills ◽  
Transfer Of Knowledge ◽  
Medical Teacher ◽  
Learning Platform

Microteaching, a teacher training technique, provides teachers an opportunity to develop their teaching skills by self- practice and self-criticism. It is not at all a teaching method rather than it is a device for skill practice. All health professionals should have proper teaching skills for transfer of their knowledge which can be acquired by microteaching sessions. This article focusses on the need for microteaching, the process and its advantages.INTRODUCTION: The art of teaching not only means a simple transfer of knowledge from one to other, instead, it is a complex process which facilitates and influences the process of learning. Medical professionals always feel that their education does not prepare them for teaching. Quality of a teacher is evaluated on how much the students can understand from his/her teaching. The classrooms cannot be used as a learning platform for acquiring primary teaching skills. Training of medical teachers in specific teaching skills is a major challenge in medical education programs. However, society's increasingly high expectations on health professionals demand that they be taught and trained effectively.The traditional medical teaching emphasizes on the transmission of factual knowledge and hence, the teachers are the main source of information. But, the conventional methods of medical teacher training are not adequate. So, the teaching objectives have now shifted to the student centered, measurable, achievable, relevant, and timely concept.Journal of Universal College of Medical Sciences Vol. 3, No. 1, 2015: 60-64

scholarly journals Expected professional and personal characteristics of clinical mentors: Differences between physiotherapy and social gerontology students

2018 ◽  
Vol 8 (3) ◽  
pp. 162-170
Author(s):  
Bojana Filej ◽  
Boštjan Žvanut ◽  
Boris Miha Kaučič
Keyword(s):  
Teacher Effectiveness ◽  
Health Professionals ◽  
Clinical Skill ◽  
Personal Characteristics ◽  
Clinical Teacher ◽  
Good Sense ◽  
Social Gerontology ◽  
Final Sample ◽  
Nursing Clinical ◽  
Clinical Mentor

Background: Clinical mentors play an important role in the development of knowledge and the acquisition of competencies of different health professionals. The success of the entire mentoring process also depends on the professional and personal characteristics of the clinical mentor. The purpose of this study was to identify which professional and personal characteristics of clinical mentors are relevant to physiotherapy (PHT) and social gerontology (SG) students. Methods: The web survey was performed between January 20 and May 15, 2018, using the adapted version of the nursing clinical teacher effectiveness inventory. The final sample consisted of 100 PHT and SG students from one of the Slovenian Universities. Results: The competencies “explains clearly” (p ˂ 0.001) and “takes responsibility of own actions” (p = 0.023) were statistically significantly more relevant to PHT students than to the SG students. The competencies “explains clearly” (p ˂ 0.001), “demonstrates clinical skill and judgment” (p = 0.033), “takes responsibility of own actions” (p = 0.023), and “is self-critical” (p = 0.023), were statistically significantly more relevant to PHT than to the SG students, while the statements “discusses current development in his/her field” (p = 0.002), “communicates expectations of students” (p = 0.029), “demonstrates empathy” (p = 0.037), “demonstrates enthusiasm” (p = 0.005), and “has a good sense of humor” (p = 0.005) were statistically significantly more relevant to SG students. Conclusion: The contrast in responses reflects the differences in the nature of both professions: The predominantly instrumental nature of PHT and the predominantly expressive nature of SG.

scholarly journals Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya

2014 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Abu Bakar ◽  
Widyandana Widyandana ◽  
Rossi Sanusi
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Quantitative Data ◽  
Clinical Skills ◽  
Development Program ◽  
Clinical Teacher ◽  
Teacher Training Program ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Teaching Ability

Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training.Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collectedResult: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.

scholarly journals Psychodrama-oriented dramatization in the teacher training for health professionals

2017 ◽  
Vol 25 (1) ◽  
Author(s):  
Lucio Guilherme Ferracini ◽  
Lidia Ruiz-Moreno
Keyword(s):  
Teacher Training ◽  
Health Professionals

scholarly journals Transnational clinical teacher training: Lessons learned and cross-cultural implications

2019 ◽  
Vol 4 (3) ◽  
pp. 79-90 ◽  
Author(s):  
Ardi Findyartini ◽  
◽  
Justin Bilszta ◽  
Jayne Lysk ◽  
Diantha Soemantri ◽  
...  
Keyword(s):  
Teacher Training ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Clinical Teacher ◽  
Cultural Implications

Teacher training and education

1966 ◽  
Vol 30 (1) ◽  
pp. 54-55
Keyword(s):  
Teacher Training ◽  
Training And Education

Student growth and the clinical teacher

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