Letters to the Editor

PEDIATRICS ◽  
1973 ◽  
Vol 52 (2) ◽  
pp. 307-307
Author(s):  
Henry K. Silver ◽  
John E. Ott
Keyword(s):  
Child Health ◽  
Data Base ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Medical Practitioner ◽  
Letters To The Editor ◽  
Practice Of Medicine ◽  
Second Year

Dr. Stone raises a number of pertinent items in his letter. However, it should be pointed out that he had contact only with first- and second-year child health associates who had completed approximately half or less of their training. As do all medical practitioner students, child health associates first need to acquire a data base which can then be used in developing diagnostic and interpretive clinical skills. Clinical experience in the practice of medicine is often required before the student can separate normal from abnormal, and the esoteric from the commonplace.

What's in the Syringe?

2021 ◽  
Author(s):  
Juliet Jacobsen ◽  
Vicki Jackson ◽  
Joseph Greer ◽  
Jennifer Temel
Keyword(s):  
Quality Of Life ◽  
Palliative Care ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Psychological Skills ◽  
Illness Trajectory ◽  
Serious Illness ◽  
Case Based

What’s in the Syringe? Principles of Early Integrated Palliative Care, a guide for clinicians, teaches the psychological skills of outpatient palliative care. It does so based on a framework that articulates five challenges faced by patients through the illness trajectory. Each challenge forms the focus of a chapter. By helping patients meet each challenge, clinicians help them cope with serious illness. Patients thereby experience better quality of life and develop prognostic awareness. From this awareness, they can make informed medical and personal decisions. Each chapter focuses on clinical skills to support patients as they take up that challenge. Each chapter then ends with a discussion of how to collaborate with oncology colleagues around that challenge. Rich in illustrative examples and built around case-based chapters, the book draws on two decades of research and clinical experience.

Letters to the Editor

PEDIATRICS ◽  
1963 ◽  
Vol 32 (5) ◽  
pp. 938-939
Author(s):  
GEORGE M. WHEATLEY
Keyword(s):  
Child Health ◽  
Practical Problem ◽  
Short Term ◽  
Letters To The Editor ◽  
South Vietnam ◽  
Foreign Countries ◽  
International Child

Dr. Siebenthal's letter points up an important practical problem of which our Committee on International Child Health has been much aware ever since we began to function. There is a need for pediatricians to help in many foreign countries and in a variety of conditions including short-term assignments. The organization sponsoring short-term medical assignments with which I am most familiar is MEDICO. They have been quite successful in enlisting orthopods and gynecologists for one-month assignments, notably in Jordan and South Vietnam.

Empirical Identification of Techniques Useful for Counseling Patients with Diabetes

1988 ◽  
Vol 14 (4) ◽  
pp. 303-307 ◽  
Author(s):  
Marcia H. Lange ◽  
Joan Heins ◽  
E.B. Fisher ◽  
Judy Kopp
Keyword(s):  
Graduate Students ◽  
Clinical Experience ◽  
Role Play ◽  
Diabetic Patients ◽  
Written Feedback ◽  
Related Research ◽  
Patients With Diabetes ◽  
Second Year ◽  
Analogue Patients

Instruction for counseling patients with diabetes is based primarily on intuition from clinical experience and inferences from related research. To identify potentially useful counseling techniques, we elicited descrip tions of effective skills from analogue patients (APs) who played the roles of diabetic patients in practice counseling sessions with nurse and dietitian course participants. APs were first- and second-year graduate students in psychology, trained to play one offour patient roles. After each role play, the APs provided written feedback regarding "three things the counselor did that I felt best about. " The two most frequently cited behaviors were (1) consid ering needs other than those related to diabetes in making adherence recommendations, and (2) providing clear, concrete advice. Further research with actual diabetic patients is needed to validate the present findings and to explore such ambiguities as when to give advice versus when to ask questions.

Yes, You Can Teach Clinical Skills in the Classroom!

1975 ◽  
Vol 42 (1) ◽  
pp. 9-11 ◽  
Author(s):  
J.E. Burton ◽  
M. Bride
Keyword(s):  
Occupational Therapy ◽  
Clinical Skills ◽  
Community Settings ◽  
Occupational Therapy Students ◽  
Interviewing Skills ◽  
Second Year

This paper describes the use of videotaped interviews with volunteer patients as a method of teaching interviewing skills to first and second year occupational therapy students. It is hoped that this experience will enable students to conduct interviews in clinical or community settings with greater confidence and effectiveness.

scholarly journals Reflective Student Practitioner – an example integrating clinical experience into the curriculum

2014 ◽  
Vol 14 ◽  
pp. 70 ◽  
Author(s):  
Claire Sparrow
Keyword(s):  
Clinical Experience ◽  
Local Community ◽  
Opportunity To Learn ◽  
Management Unit ◽  
Research Management ◽  
Substantial Proportion ◽  
Professional Lives ◽  
Alternative Route ◽  
Course Structure ◽  
Second Year

<p>This project began in 2004 and involves LLB students training (in year two) and then acting as Citizens Advice Bureau (‘CAB’) advisers for 120 hours (in year three). </p><p>We have been able to incorporate this work into the existing course structure fully in third year (40 credit ‘Reflective Student Practitioner’ unit) and partially in second year (as part of a 10 credit Careers and Research Management unit), so that students undertake a substantial proportion of this work for credit. This has been possible by creating a parallel and alternative route to the existing 40 credit Legal Dissertation. Assessment in third year is by way of a 3,000 word legal essay (based on a legal topic raised in client interviews); a 3,000 word reflective analysis of their experience, a journal and three letters that they have drafted in their CAB work. This is produced through one-to-one supervision – in much the same way as one would supervise a dissertation.</p><p>Our aims in this project were to give students the opportunity to learn skills which would be of benefit in their professional lives, improve their employability and allow them to become more engaged in their local community. Portsmouth CAB was in need of more advisers and was interested in recruiting younger volunteers to establish a broader mix of advisers. The guarantee of 120 hours was a valuable commitment to them.</p><p>I propose to offer an explanation of how we manage our relationship with Portsmouth CAB and how we share responsibilities between us (for example, in training and recruitment). I also seek to evaluate what has worked well and what has been problematic in working with CAB. </p>

scholarly journals Hubungan Mekanisme Koping Dengan Skor Kecemasan Dalam Menghadapi Ujian Keterampilan Medik Pada Mahasiswa Prodi Pendidikan Dokter Universitas Mataram

2021 ◽  
Vol 4 (1) ◽  
pp. 18
Author(s):  
Nurrahmasia Nurrahmasia ◽  
Emmy Amalia ◽  
Dian Puspita Sari
Keyword(s):  
Test Anxiety ◽  
Performance Test ◽  
Clinical Skills ◽  
Anxiety Score ◽  
Coping Mechanism ◽  
Cross Sectional ◽  
Brief Cope ◽  
Second Year ◽  
Exam Anxiety ◽  
Bahasa Indonesia

<p><strong>Latar Belakang: </strong>Kecemasan merupakan suatu gejala yang timbul dari konflik bawah sadar yang tidak terselesaikan. Kecemasan ujian merupakan kecemasan antisipatif yang timbul ketika menghadapi situasi ujian.Setiap individu memiliki cara ataupun mekanisme koping yang berbeda dalam menghadapi masalahnya. Penggunaan mekanisme koping yang sesuai membantu seseorang beradaptasi terhadap perubahan atau beban yang dihadapi, termasuk beban belajar menghadapi ujian.Penelitian ini meneliti hubungan antara mekanisme koping dengan skor kecemasan mahasiswa program studi pendidikan dokter dalam menghadapi ujian keterampilan medik, serta korelasi antara skor kecemasan dengan nilai ujian.</p><p><strong>Metode:</strong> Penelitian ini menggunakan desain <em>cross-sectional</em>. Responden penelitian ini adalah mahasiswa program studi pendidikan dokter Fakultas Kedokteran Universitas Mataram tahun pertama dan kedua. Datamekanisme koping diambil dengan menggunakan instrumen <em>Brief COPE, </em>sementara data kecemasan diambil menggunakan instrumen PTA (<em>Performance Test Anxiety</em>). Keduanya telah diterjemahkan ke Bahasa Indonesia dan diuji validitas dan reliabilitasnya.Uji statistik yang digunakan adalah uji <em>Mann-Whitney </em>dan uji <em>Spearman. </em></p><p><strong>Hasil: </strong>Sebanyak 207 mahasiswa berpartisipasi dalam penelitian ini. Skorkecemasan mahasiswadidapatkan70.00 (31-94)dan 83.1% menggunakan<em>Problem Focused Coping</em>. Penggunaan <em>Problem focused coping</em> berhubungan signifikan dengan skor kecemasan yang lebih rendah(p=0,032). Tidak terdapat hubungan antara skor kecemasan dengan hasil ujian keterampilan medik pada mahasiswa tahun pertama maupun kedua (p &gt; 0.05)</p><p><strong>Simpulan: </strong>Jenis mekanisme koping yang paling banyak digunakan oleh mahasiswa fakultas kedokteran universitas mataram adalah <em>problem focused coping</em> dan jenis mekanisme koping ini berhubungan dengan skor kecemasan ujian yang lebih rendah.</p><p><strong>Kata Kunci:</strong> <strong>Kecemasan Ujian, Mekanisme Koping, Keterampilan Medik</strong></p><p><strong><em>Background: </em></strong><em>Anxiety is a symptom that arises from unfinished subconscious conflicts. Exam anxiety is anticipatory anxiety experienced when student in an examination situation.  Each individual has a different coping mechanism in dealing with the problem.</em><em>The use of appropriate coping mechanism helps individuals adapt to the changes or burden they face, including studying for exams. This study examined the relationship between coping mechanisms and anxiety score of medical students in facing clinical skills exam, as well as the correlation between anxiety score and clinical skills exam score.</em><em></em></p><p><strong><em>Method</em></strong><strong><em>s</em></strong><strong><em>:</em></strong><em>This study used a cross-sectional design. The study subjects were first and second year medical students at the Faculty of Medicine, Universitas Mataram. Coping mechanism data were obtained using the Brief COPE Inventory, while anxiety data were obtained using the Performance Test Anxiety (PTA). Both questionnaires have been translated into Bahasa Indonesia andtested for validity and reliability. The statistical test used in this study were the Mann-Whitney test and the Spearman test. </em></p><p><strong><em>Result</em></strong><strong><em>s</em></strong><strong><em>: </em></strong><em>A total of 207 students participated in this study. The participants’ anxiety score was 70.00 (31-94)and 83.1% using Problem Focused Coping. The use of Problem Focused Copingwas significantly associated with lower anxiety score (p=0.032). There was no relationship between anxiety score and clinical skills examination results for the first and second year student (p &gt; 0.05).</em></p><p><strong><em>Conclusion: </em></strong><em>The use of Problem Focused Coping was prevalent among the first and second year students participated in this study and this coping mechanism was associated with lower exam anxiety score.</em></p><p><strong><em>Keyword: Exam anxiety, coping mechanism, medical skill exam.</em></strong><strong><em></em></strong></p>

Administration: Opportunities for Enhanced Clinical Experience Through Regional Stewardship

2012 ◽  
Vol 22 (2) ◽  
pp. 64-70
Author(s):  
Kelly A. Kleinhans ◽  
Sharon B. Hart
Keyword(s):  
Down Syndrome ◽  
Service Learning ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Speech Language Pathology ◽  
University Supervisors ◽  
Children With Down Syndrome ◽  
Language Pathology ◽  
Community Issues

Understanding the community in which one practices is equally important to the clinical skills and applications of knowledge acquired by a graduate student in speech-language pathology in clinical settings. Shifting political and economic landscapes that are the backdrop for service delivery necessitate that university supervisors help students recognize the influence of local and state community issues. In this article, the authors explain how a service-learning model was used to create a regional outreach activity to benefit stakeholders of a university speech and hearing clinic and members of the regional communities. Specifically, the clinical experience was designed to prepare Kentucky citizens to meet the unique needs of children with Down syndrome and their families.

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