Accelerated Implementation of a Virtual Neurology Clerkship Amid a Global Crisis

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000013222
Author(s):  
Raghav Govindarajan ◽  
Anh-Thu N Vu ◽  
Rachel Marie E. Salas ◽  
Alexandra Michelle Miller ◽  
David J Sandness ◽  
...  
Keyword(s):  
Clinical Experience ◽  
Undergraduate Education ◽  
Virtual Learning Environment ◽  
Clinical Clerkship ◽  
Clinical Environment ◽  
The Core ◽  
Virtual Instruction ◽  
Assessment Techniques ◽  
American Academy Of Neurology ◽  
Neurology Clerkship

The standard neurology clinical experience in medical school focuses primarily on bedside patient encounters; however, the limitations of the clinical environment due to the current COVID-19 pandemic have accelerated the need for virtual curriculum development. To provide guidance to Neurology clerkship directors during this unprecedented time, the American Academy of Neurology (AAN) Undergraduate Education Subcommittee (UES) formed a workgroup to develop an outline for a ‘virtual curriculum’, provide recommendations, and describe models of integrating virtual curricula into the neurology clerkship.In this overview, we discuss different methods of virtual instruction, hybrid models of clerkship training and the challenges to its implementation, professionalism issues, and modification of feedback and assessment techniques specific to the virtual learning environment. We also offer suggestions for implementation of a hybrid virtual curriculum into the neurology clerkship.The virtual curriculum is intended to supplement the core neurology in-person clinical experience and should not be used for shortening or replacing the required neurology clinical clerkship.

Structuring the Wider Environment and the DBT Team

2018 ◽  
pp. 216-234
Author(s):  
Michaela A. Swales ◽  
Christine Dunkley
Keyword(s):  
Clinical Experience ◽  
Implementation Research ◽  
Dialectical Tensions ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
The Core ◽  
Clinical Literature ◽  
Consultation Team ◽  
The Individual

The role of the dialectical behaviour therapy (DBT) team lead is rarely discussed in the DBT academic or clinical literature. However, much implementation research and clinical experience in training and supporting teams new to DBT indicates the importance of the team lead to the correct and efficient functioning of the team itself. This chapter outlines the role of the team lead in relation to two of the functions of DBT; structuring the environment, and enhancing therapists’ capabilities and motivation. It outlines and discusses the core tasks of each of these functions for the team lead. Additionally, it describes the skills and strategies team leads need to learn and deploy to their team in the individual therapeutic and consultation team settings. Lastly, it outlines common dialectical tensions that can arise for team leads, and offers strategies for their management.

scholarly journals Graduand Student Attributes: A Canadian Case

2017 ◽  
Vol 47 (1) ◽  
pp. 61-79 ◽  
Author(s):  
Heather Kanuka ◽  
Summer Cowley
Keyword(s):  
Undergraduate Education ◽  
Qualitative Case Study ◽  
Shared Understanding ◽  
Flexible Display ◽  
The Core ◽  
Program Of Study ◽  
Usual Process ◽  
Problem Solvers ◽  
Undergraduate Programs

The purpose of this qualitative case study was to gain insights into how academics understand undergraduate graduand attributes. The findings reveal some alignment in views about student attributes, including that they are engaged citizens, are self-directed, have imagination, are questioning, are flexible, display leadership, are problem solvers, and possess character. This consistency, however, does not include the spectrum of views on how these attributes are conceived and developed. The findings reveal a range of interpretations regarding the kinds and levels of understandings of how graduand student attributes are developed throughout an undergraduate program of study. The findings indicate that (i) a shared understanding does not exist on how academics construe student attributes, (ii) academics do not share common meanings about the core achievements of a higher education, or how these are developed through students’ undergraduate programs, and (iii) student attributes tend not to be perceived as developing from the usual process of an undergraduate education.  

scholarly journals Reflections on core concepts for undergraduate physiology programs

2020 ◽  
Vol 44 (4) ◽  
pp. 626-631 ◽  
Author(s):  
Jenny L. McFarland ◽  
Joel A. Michael
Keyword(s):  
Conceptual Understanding ◽  
Interest Group ◽  
Undergraduate Education ◽  
Biology Education ◽  
Factual Knowledge ◽  
Conceptual Frameworks ◽  
The Core ◽  
Physiological Processes ◽  
Concept Inventories ◽  
Core Concepts

Undergraduate education should help students build a deep, conceptual understanding of their discipline, not merely compel them to acquire factual knowledge. The core concepts for physiology (described in 2011), conceptual frameworks, and conceptual assessments are available to focus undergraduate physiology education on helping students understand and apply principles that govern and describe physiological processes. We review the context in which physiology core concepts were identified by a community of physiology educators. We explain the structure of conceptual frameworks and concept inventories and their benefit. We describe how core concepts have been used in physiology courses and departments, as communicated in publications, through presentations at physiology and biology education meetings, and within the Physiology Majors Interest Group (P-MIG). Finally, we share our recommendations and hopes for the next decade.

scholarly journals Professor Ruixia Pei’s Clinical Experience in Treating Globus Hystericus with “Harmonizing Method”

2021 ◽  
Vol 5 (5) ◽  
pp. 51-53
Author(s):  
Di Sun ◽  
Ruixia Pei ◽  
Xingyu Chen ◽  
Fen Zhang
Keyword(s):  
Clinical Experience ◽  
Basic Principle ◽  
Blood Circulation ◽  
Blood Stasis ◽  
Promote Blood Circulation ◽  
The Core ◽  
Emotional Dysfunction ◽  
Yin And Yang ◽  
Remove Blood Stasis

To summarize professor Pei’s experience in treating globus hystericus. Methods: Learn from your teacher. Results: Professor Pei had been suffering from the disease for more than 30 years and had her unique views on the treatment of globus hystericus, which are mostly for emotional dysfunction, liver Qi is not comfortable, functioning of Qi is not adjusted, Yin and Yang imbalance. The basic principle of treatment is to grasp the core pathogenesis, take harmony as the method and balance as the duration, harmonize Qi, regulate Yin and Yang, use drugs to disperse the liver and rectify Qi, as well as auxiliary treatment with products to promote blood circulation, remove blood stasis, dryness and dampness, and clear heat.

Instruction-Expanded Virtual Education Model

2021 ◽  
pp. 48-70
Author(s):  
Jessica A. Manzone ◽  
Julia Nyberg
Keyword(s):  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Strategies ◽  
Cultural Wealth ◽  
Virtual Instruction ◽  
Advanced Planning ◽  
Cognitive Enrichment

The COVID-19 pandemic has propelled school districts into virtual instruction with little advanced planning or preparation. This chapter deconstructs the gaps in the virtual learning environment and provides pedagogical strategies for teachers to increase cognitive enrichment, engagement, and access. The shifts in pedagogy from in-person to virtual learning will be examined with concrete strategies to develop student-centered learning experiences in a virtual context. Emphasis will be placed on differentiation as a means to enrich and the art of questioning to engage students. Woven through enrichment and engagement, the student's cultural, familial, linguistic, and social capital are incorporated as assets, or cultural wealth, and used to facilitate equitable access. When combined, these three instructional strategies interrelate and reinforce rigorous cognitive instruction that is accessible for all students in the virtual classroom.

Narratives in Clinical Practice: The essence of person centered care?

2013 ◽  
Vol 3 (2) ◽  
pp. 123-126
Author(s):  
James Appleyard
Keyword(s):  
Clinical Practice ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Social Psychological ◽  
The Core ◽  
Physician Consultation ◽  
Narrative Skills ◽  
Person Centered Care ◽  
Centered Care ◽  
Health And Disease

From earliest times listening to a person’s story has been the essence of the patient-physician consultation. Evidence from the literature suggests that it is the core clinical skills of communication through questioning, delineating, interpreting, explaining and discerning meaning that provide a way of bringing together the very different perspectives of patients and health professionals.These narrative skills facilitate an awareness of both health and disease and take into consideration the biological, social psychological, spiritual and pathophysiological dimensions. In this context the science of objective measurements can be successfully integrated with the art of clinical experience and judgment.

Virtual Learning Assessment: Practical Strategies for Instructors in Higher Education

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Relevant Literature ◽  
Virtual Learning ◽  
Learning Assessment ◽  
Online Assessment ◽  
Discussion Forums ◽  
Virtual Instruction ◽  
Reliable Assessment ◽  
Assessment Techniques

Many universities have been designing and implementing online instruction for years, but the COVID-19 pandemic created an unexpected impetus for the expansion of virtual learning. Instructors and students who may not have previously chosen or experienced online instruction found themselves in need of safe, virtual options, and it appears that the general shift to virtual learning is here to stay. Strong, reliable assessment is a major component of virtual instruction, and instructors have several options for structuring student feedback. This article reviews the relevant literature regarding effective online assessment techniques and makes recommendations for the use of examinations and more authentic assessments, including video demonstrations, group projects, and discussion forums. Various data analytics within Learning Management Systems (LMS) are also explored. Discussion includes implications of online assessment and avenues for important research to strengthen response to this growing need. Keywords: virtual learning, virtual instruction, higher education institutions, online assessment

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