Discussion of the Role in Clinical Teaching Management of Undergraduate and Graduate of Emergency Medicine as Teaching Secretary

Introduction: One published strategy for improving educational experiences for medical students in the emergency department (ED) while maintaining patient care has been the implementation of dedicated teaching attending shifts. To leverage the advantages of the ED as an exceptional clinical educational environment and to address the challenges posed by the rapid pace and high volume of the ED, our institution developed a clerkship curriculum that incorporates a dedicated clinical educator role – the teaching attending – to deliver quality bedside teaching experiences for students in a required third-year clerkship. The purpose of this educational innovation was to determine whether a dedicated teaching attending experience on a third-year required emergency medicine (EM) clerkship would improve student-reported clinical teaching evaluations and student-reported satisfaction with the overall quality of the EM clerkship. Methods: Using a five-point Likert-type scale (1 - poor to 5 - excellent), student-reported evaluation ratings and the numbers of graduating students matching into EM were trended for 10 years retrospectively from the inception of the clerkship for the graduating class of 2009 through and including the graduating class of 2019. We used multinomial logistic regression to evaluate whether the presence of a teaching attending during the EM clerkship improved student-reported evaluation ratings for the EM clerkship. We used sample proportion tests to assess the differences between top-box (4 or 5 rating) proportions between years when the teaching attending experience was present and when it was not. Results: For clinical teaching quality, when the teaching attending is present the estimated odds of receiving a rating of 5 is 77.2 times greater (p <0.001) than when the teaching attending is not present and a rating of 4 is 27.5 times greater (p =0.0017). For overall clerkship quality, when the teaching attending is present, the estimated odds of receiving a rating of 5 is 13 times greater (p <0.001) and a rating of 4 is 5.2 times greater (p=0.0086) than when the teaching attending is not present. Conclusion: The use of a dedicated teaching attending shift is a successful educational innovation for improving student self-reported evaluation items in a third-year required EM clerkship.

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This Article Corrects: “Development of a Clinical Teaching Evaluation and Feedback Tool for Emergency Medicine Faculty”

Western Journal of Emergency Medicine ◽

10.5811/westjem.2019.7.44616 ◽

2019 ◽

Vol 20 (5) ◽

Author(s):

Erin Dehon ◽

Ellen Robertson ◽

Marie Barnard ◽

Jonah Gunalda ◽

Michael Puskarich

Keyword(s):

Emergency Medicine ◽

Clinical Teaching ◽

Teaching Evaluation

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Professional nurses as reflective clinical learning facilitators

Curationis ◽

10.4102/curationis.v21i2.645 ◽

1998 ◽

Vol 21 (2) ◽

Author(s):

M. Chabell

Keyword(s):

Nursing Education ◽

Clinical Teaching ◽

Care Service ◽

Health Care Service ◽

Clinical Learning ◽

Continuous Assessment ◽

Teaching Management ◽

Role Modelling ◽

Clinical Nursing ◽

Professional Nurses

With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the communtiy and to facilitate outcome- based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts) were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

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Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Western Journal of Emergency Medicine ◽

10.5811/westjem.2020.4.46060 ◽

2020 ◽

Vol 21 (4) ◽

Cited By ~ 2

Author(s):

Sreeja Natesan ◽

John Bailitz ◽

Andrew King ◽

Sara Krzyzaniak ◽

Sarah Kennedy ◽

...

Keyword(s):

Emergency Medicine ◽

Best Practices ◽

Clinical Teaching ◽

Evidence Based

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Clinical teaching in a busy emergency department: strategies for success

CJEM ◽

10.1017/s1481803500007545 ◽

2002 ◽

Vol 4 (04) ◽

pp. 286-288 ◽

Cited By ~ 10

Author(s):

Rick Penciner

Keyword(s):

Emergency Department ◽

Emergency Medicine ◽

Medical Students ◽

Medical Practice ◽

Clinical Teaching ◽

Emergency Medical ◽

Strategies For Success

ABSTRACT Clinical teaching is an integral part of emergency medical practice. With the growing number of medical students and residents in the emergency department there are increasing expectations for clinicians to teach. But there are many challenges and obstacles to overcome when teaching in a busy department. By incorporating diverse strategies and techniques, we can become more effective and efficient emergency medicine teachers.

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Virtual COVID-19 Clinical Teaching Session:

Translation: The University of Toledo Journal of Medical Sciences ◽

10.46570/utjms.vol8-2020-417 ◽

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.

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Preparing Emergency Medicine Residents as Teachers: Clinical Teaching Scenarios

MedEdPORTAL ◽

10.15766/mep_2374-8265.10717 ◽

2018 ◽

Vol 14 (1) ◽

Author(s):

Aloysius J. Humbert ◽

Katie E. Pettit ◽

Joseph S. Turner ◽

Josh Mugele ◽

Kevin Rodgers

Keyword(s):

Emergency Medicine ◽

Clinical Teaching ◽

Residents As Teachers

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Two-way Evaluation and Analysis of Student-centered Clinical Teaching

BCP Education & Psychology ◽

10.54691/bcpep.v3i.26 ◽

2021 ◽

Vol 3 ◽

pp. 140-144

Author(s):

Fenggang Pan

Keyword(s):

Clinical Practice ◽

Evaluation System ◽

Clinical Teaching ◽

Teaching Management ◽

Student Centered ◽

Evaluation Form ◽

Clinical Nursing ◽

Practice Teaching ◽

Important Means

Clinical observation is an important means to cooperate with clinical teaching, and it is a special stage of transition from theoretical study to clinical practice. How to make students apply their theoretical knowledge to clinical practice as soon as possible and improve their ability to analyze and solve problems is a subject that must be studied in nursing teaching. Establish Two-way evaluation system and apply it to clinical nursing teaching management. Teachers' evaluation form and interns' evaluation form were developed, which were applied to 186 students and teachers of this year. the results show that the scores of the Two-way evaluation results are obviously improved, and the practice teaching management is becoming more standardized. It is beneficial to improve the quality of clinical nursing teaching by finding out the problems in nursing teaching through Two-way evaluation and taking corresponding countermeasures.

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