TRAINING PROGRAM FOR IMPROVING CLINICAL TEACHING SKILLS AS A COMPETENCE OF CLINICAL INSTRUCTORS

This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices, or in a traditional academic setting with little to no real-time exposure to clients and patients. We suggest that each of these modalities has a place in clinical teaching of veterinary learners at any point in the curriculum but that a mix of these approaches will likely provide an improved experience for the learner. Further, we discuss strategies to improve clinical teaching in these different settings. Potential strategies related to the teaching skills of clinical instructors could include training in delivery of clinical teaching in a variety of learning settings, and instructors’ official recognition, including opportunities for career progression. Potential strategies to improve clinical teaching in different teaching settings would vary with the learning settings. For example, in traditional academic settings, case-based learning with incorporation of simulation models is one proposed strategy. The involvement of learners in ‘teach-others’ is a strategy for both traditional academic and clinical settings. Finally, clearly addressing Day One competencies is required in any clinical teaching setting.

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Developing and Validating Standards for Clinical Teaching Skills

Egyptian Journal of Health Care ◽

10.21608/ejhc.2019.46259 ◽

2019 ◽

Vol 10 (2) ◽

pp. 294-306

Author(s):

Taghreed Hussien ◽

Mona. M. Shazly, ◽

Rabab. M. Hassan

Keyword(s):

Clinical Teaching ◽

Teaching Skills

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A Curriculum for Enhancing Physician Teaching Skills: The Value of Physician-Educator Partnerships

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211032013 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110320

Author(s):

Mara M Hoffert ◽

Karla D Passalacqua ◽

Alexis Haftka-George ◽

Odaliz Abreu Lanfranco ◽

Robert A Martin

Keyword(s):

Clinical Teaching ◽

Cultural Humility ◽

Teaching Skills ◽

Instructional Designers ◽

Successful Implementation ◽

Central Feature ◽

Learning Approaches ◽

Clinical Environment ◽

Teaching Behaviors ◽

Training Outcomes

Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institutions can help physicians develop teaching skills, but these programs often are developed without the input of educational specialists and not based in educational theory. In this methodology paper, we describe a 5-module curriculum that was developed in a cross-disciplinary collaboration between instructional designers and physician faculty. By merging educational and medical expertise and using adult learning theory with the Charlotte-Danielson educational framework, an essentials for clinical teaching educational endorsement program (ECTEEP) was created as a feature of the institutional curriculum within a large, urban teaching hospital. Here we describe how the program was developed through a physician-educator partnership, outline the program’s key content, and highlight essential aspects of successful implementation. The ECTEEP incorporates active learning approaches within an abbreviated format, distilling 5 critical aspects of effective teaching that are relevant to the clinical environment: cultural humility and safe learning environments, instruction practices for engaging learners, instruction and assessment strategies, receiving and giving feedback, and mentorship and coaching. A central feature of the program is that facilitators actively model the teaching behaviors they are conveying, which underscores the critical importance of facilitator preparation and skill. Our curriculum is offered here as a basic template for institutions that may want to establish a program for enhancing physician teaching skill.

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Preparation of the Clinical Teacher for Special Education: 1866-1966

Council review ◽

10.1177/001440296703400206 ◽

1967 ◽

Vol 34 (2) ◽

pp. 117-124 ◽

Cited By ~ 7

Author(s):

Louis Schwartz

Keyword(s):

Special Education ◽

Teacher Education ◽

Training Program ◽

Clinical Teaching ◽

Academic Community ◽

Clinical Teacher ◽

Teacher Education Programs ◽

Education Programs ◽

Basic Assumptions ◽

Clinician Educator

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.

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Peningkatan kompetensi pedagogis guru berbasis keterampilan dasar mengajar di MI Nurul Karim NW Kebon Ayu Gerung Lombok Barat

TRANSFORMASI Jurnal Pengabdian Masyarakat ◽

10.20414/transformasi.v14i1.571 ◽

2018 ◽

Vol 14 (1) ◽

pp. 13-26

Author(s):

Abdul Fattah

Keyword(s):

Training Program ◽

Teaching Skills ◽

Pedagogical Competence ◽

High Competence

[Bahasa]: Artikel ini memaparkan peningkatan kompetensi pedagogis guru berbasis keterampilan dasar mengajar di MI Nurul Karim NW Kebon Ayu Gerung. Madrasah ini telah berdiri sejak 30 tahun lalu, namun masih banyak menghadapi hambatan, terutama berkaitan dengan masalah kualifikasi dan kompetensi guru. Kompetensi guru MI Nurul Karim NW Kebon Ayu telah dilakukan pembinaan dan pengembangan secara fungsional, sehingga memiliki kompetensi yang tinggi, terutama dalam hal kompetensi pedagogis dasar bagi seorang guru, yang meliputi komptensi membuka dan menutup pelajaran, keterampilan bertanya, keterampilan menjelaskan, dan sebagainya. Dalam kegiatan pembekalan-pelatihan ini dimaksudkan untuk memberikan orientasi dengan tujuan memberikan wawasan dan pengetahuan bagi segenap guru MI Nurul Karim NW Kebon Ayu yang menjadi peserta sebanyak 15 orang tentang konsep-konsep upaya peningkatan kompetensi pedagogis guru berbasis keterampilan dasar mengajar yang mutakhir. Kegiatan ini dalam penerapannya menggunakan metode ceramah, diskusi maupun latihan tugas tentang berbagai penting terkait kompetensi pedagogis guru. Termasuk dalam hal ini adalah konsep hypnoteaching dalam pembelajaran sebagai bagian dari metode menjelaskan. Sedangkan pendampingan merupakan kegiatan sebagai follow up dari kegiatan pembekalan-pelatihan agar guru yang berjumlah 15 orang selaku peserta tersebut benar-benar memiliki skill terbaru yang terkait dengan kepentingan implementasi kompetensi pedagogis guru berbasis keterampilan dasar mengajar. Kata Kunci: kompetensi pedagogis, hypnoteaching, keterampilan dasar mengajar [English]: This article describes the improvement of teacher pedagogical competencies based on basic teaching skills at MI Nurul Karim NW Kebon Ayu Gerung. This madrasa has been established since 30 years ago, but still faces many obstacles, especially related to the problem of teachers’ competence. The competence of teachers at Nuron Karim NW in Kebon Ayu has been improved and developed through a functional way so that they have high competence, especially in pedagogical competencies which includes competence to open and close lessons, asking skills, explaining skills, and so on. The training program was intended to provide orientation by providing insights and knowledge to fifty teachers of Kebon Ayu MI Nurul Karim NW about the concepts of teacher pedagogical competency improvement based on the latest basic teaching skills. This program in its application uses lecture methods, discussions and exercises on various important tasks related to teacher pedagogical competence including the concept of hypnoteaching in learning as part of the method of explaining. While mentoring is a follow-up activity so that the participants really has the latest skills related to the importance of implementing teacher pedagogical competencies based on basic teaching skills. Keywords: paedagogical competence, hypnoteaching, basic teaching skills

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Evaluation of training programs for teachers of art education in the middle stage in light of the demands of teaching the developed curriculum: تقويم البرامج التدريبية لمعلمات التربية الفنية في المرحلة المتوسطة في ضوء مطالب تدريس المنهج المطور

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.m020217 ◽

2017 ◽

Vol 1 (4) ◽

Author(s):

Aisha Bint Saad Awadah Al-Mutairi

Keyword(s):

Training Program ◽

Art Education ◽

Training Programs ◽

Teaching Skills ◽

Middle Stage ◽

Riyadh City ◽

Educational Philosophies ◽

Evaluation Of Training ◽

Education Training ◽

Academic Year

The aim of the research is to evaluate the training programs provided to the teachers of art education during the academic year (2014-2015) in light of the demands of teaching the curriculum of art education developed for the middle stage, through a questionnaire in order to know the teaching skills needed by the teacher of art education training from the point The study was based on two tools: the first is a questionnaire to identify the teaching skills required for training. It was applied to 90 teachers in Riyadh city during 2014-2015 and the second is a card. Evaluation of training programs on the 17 training program. The results revealed the weakness of some aspects of the training programs. The researcher recommended the need to develop the training programs provided to the teachers of art education periodically and continuously, according to the contemporary trends in the field of modern educational philosophies and art education so that these programs achieve their objectives.

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The effectiveness of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia: فاعلية برنامج تدريبي مقترح قائم على التعلّم النشط في تنمية المهارات التدريسية لدى معلمي العلوم الشرعية واتجاهاتهم نحوه في المملكة العربية السعودية

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.f150719 ◽

2019 ◽

Vol 3 (27) ◽

Author(s):

Fahad Ayed Al Radaddi , Amal Mahmoud Ali , Iman Mohamed Ma

Keyword(s):

Saudi Arabia ◽

Active Learning ◽

Secondary School ◽

Training Program ◽

Learning Strategies ◽

Positive Impact ◽

Teaching Skills ◽

Kingdom Of Saudi Arabia ◽

Before And After ◽

Planning Implementation

Research Goal: To measure the effectiveness of the use of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia. The Research depended on the descriptive approach during building the program that based on active learning strategies, as assign experimental method when applying the program to identify its effectiveness in developing teaching of Shari'a Sciences’ teachers for the secondary school in the city of Medina and their attitudes toward it in teaching. Research instruments: The Card Note of teaching skills consisted of (45) sub-skill divided into three main areas which are (planning, implementation and evaluation). The measure of the attitude towards active learning in teaching included (26) phrases, therefore, the program is based on active learning in developing the teaching skills. After the researcher has checked the sincerity of research instruments, he began to be apply it to a stratified random sample, which consisted of (34) teachers of Shari'a Sciences’ teachers for the secondary school. The research contain a number of appropriate statistical methods, which are arithmetic averages, standard deviations, (T) test for the associated groups, the coefficient of Peerson, ETA square, the equation of the Blak, the coefficient of alpha Cronbach and the equation of Cooper. After conducting statistical analyzes, the research found the existence of Statistical differences among the average performance of the research sample in the Card Note of teaching skills in (planning, implementation and evaluation) Separated and combined in the light of active learning before and after the proposed training program for the benefit of the telemetric. In the light of the findings, the research recommended: Taking advantage of the current research program in training Shari'a Sciences’ teachers in different stages of education, especially Secondary School Teachers, because of its positive impact on the development of their teaching skills, and benefit from the list of teaching skills of the current research when assessing teachers' performance during service. ، ، ،

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Yesterday a Learner, Today a Teacher Too: Residents as Teachers in 2000

PEDIATRICS ◽

10.1542/peds.105.s2.238 ◽

2000 ◽

Vol 105 (Supplement_2) ◽

pp. 238-241

Author(s):

Elizabeth H. Morrison ◽

Janet Palmer Hafler

Keyword(s):

Medical Students ◽

Rating Scales ◽

Clinical Teaching ◽

Teaching Skills ◽

Learning Needs ◽

Educational Benefits ◽

Medical Centers ◽

Resident Physicians ◽

Academic Medical ◽

Rigorous Research

Resident physicians spend numerous hours every week teaching medical students and fellow residents, and only rarely are they taught how to teach. They can, however, be taught to teach more effectively. Teaching skills improvement initiatives for residents are taking a more prominent place in the educational literature. Limited evidence now suggests that better resident teachers mean better academic performance by learners. A small but important body of research supports selected interventions designed to improve residents' teaching skills, but not all studies have demonstrated significant educational benefits for learners. An increasing number of valid and reliable instruments are available to assess residents' clinical teaching, including objective structured teaching examinations and rating scales. In all specialties, rigorous research in evidence-based teacher training for residents will help prepare academic medical centers to meet the diverse and changing learning needs of today's physicians-in-training.resident physicians, medical students, fellow residents, teaching, graduate medical education.

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