Clinical Teaching Methods and Crafting Clinical Learning Assignments

2021 ◽  
Keyword(s):  
Teaching Methods ◽  
Clinical Teaching ◽  
Clinical Learning

Clinical Teaching Methods for Stimulating Students' Critical Thinking

2016 ◽  
Vol 1 (11) ◽  
pp. 3-17 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Nancy J. Carlino ◽  
Denise M. Joseph
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Clinical Teaching ◽  
Clinical Decision ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Integral Role ◽  
Language Pathology

Critical thinking is a prerequisite to making any sound clinical decision. Many students entering into the fields of speech-language pathology and audiology are not equipped with the necessary critical thinking skills to formulate evidence-based clinical decisions. Clinical educators play an integral role in facilitating the development of students' critical thinking skills. Most clinical educators recognize the significance of, and implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement such methods. This article will discuss the selection and implementation of effective teaching methods for developing students' critical thinking.

Effectiveness of the Clinical Teaching Associate Model to Improve Clinical Learning Outcomes

2014 ◽  
Vol 39 (4) ◽  
pp. 202-205 ◽  
Author(s):  
Samaneh Parchebafieh ◽  
Leila Gholizadeh ◽  
Sima Lakdizaji ◽  
Shahrzad Ghiasvandiyan ◽  
Arefeh Davoodi
Keyword(s):  
Learning Outcomes ◽  
Clinical Teaching ◽  
Clinical Learning ◽  
Associate Model

Applying problem-based learning to otolaryngology teaching

2010 ◽  
Vol 125 (2) ◽  
pp. 117-120 ◽  
Author(s):  
K A Abou-Elhamd ◽  
U M Rashad ◽  
A I Al-Sultan
Keyword(s):  
Teaching Methods ◽  
Clinical Teaching ◽  
Problem Based Learning ◽  
Teaching Experience ◽  
First Century ◽  
Small Group Teaching ◽  
Learning Techniques ◽  
Conventional Teaching ◽  
Practice Problem ◽  
Examination Techniques

AbstractObjectives:Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods.Methods:We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week).Conclusion:From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

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

Student Peer Mentoring: A Tool for Clinical Educators

2011 ◽  
Vol 14 (1) ◽  
pp. 29-35
Author(s):  
Gary J. Rentschler ◽  
Rachel M. Gasior
Keyword(s):  
Peer Mentoring ◽  
Clinical Teaching ◽  
Clinical Learning ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Marginal Students ◽  
Language Pathology ◽  
Teaching Paradigm ◽  
Student Mentor

Peer mentoring has been shown to provide benefits in a variety of situations in several professions. To facilitate clinical learning in speech-language pathology, a clinical teaching paradigm utilizing student peer mentoring was constructed. The roles of the student mentor and the mentees are reported and the benefits of this paradigm are discussed. Student peer mentoring may be a useful tool in supporting marginal students in clinical learning.

The Search for Effective and Efficient Ambulatory Teaching Methods Through the Literature

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_2) ◽  
pp. 231-237
Author(s):  
Charlotte Heidenreich ◽  
Patricia Lye ◽  
Deborah Simpson ◽  
Mary Lourich
Keyword(s):  
Clinical Education ◽  
Teaching Methods ◽  
Literature Search ◽  
Clinical Teaching ◽  
Educational Effectiveness ◽  
Teaching Behaviors ◽  
Or Efficiency ◽  
Ambulatory Teaching ◽  
Article Analysis ◽  
Effectiveness And Efficiency

Objective. Education in ambulatory settings is characterized by the conflicting agendas of clinical efficiency and educational effectiveness. In recognition of the challenge to teach more effectively, this review was undertaken to identify literature-based teaching methods for ambulatory-based education. Design. Literature search resources included electronic databases and relevant journal indices. After preliminary title/abstract review, final critical review using a coding sheet was undertaken to define the teaching behavior or characteristic in each article, and to evaluate empirical data related to effectiveness and/or efficiency. Results. Our literature search and subsequent article analysis yielded 11 clinical teaching methods, but no agreed upon descriptor or key features for these methods. Synthesis of this literature lead to succinct descriptions of each method and a label. Conclusions. There is limited evidence regarding the effectiveness of ambulatory teaching methods in cited literature. By establishing a common nomenclature and descriptions for 11 methods, this review lays the foundation for investigators to systematically study the effectiveness and efficiency of ambulatory-focused clinical teaching methods both within and across specialties.ambulatory education, clinical education, clinical teaching, medical education, precepting teaching behaviors, teaching methods.

scholarly journals Professional nurses as reflective clinical learning facilitators

Curationis ◽  
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.

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.

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