scholarly journals Views of teachers regarding effective clinical teaching and learning in dental education

2013 ◽  
Vol 3 (1) ◽  
pp. 25-29
Author(s):  
JA Ansary ◽  
I Ara ◽  
NA Zayeed ◽  
S Debnath ◽  
MS Amin
Keyword(s):  
Teaching And Learning ◽  
Clinical Teaching ◽  
Formal Training ◽  
Clinical Learning ◽  
Clinical Experiences ◽  
Related Factors ◽  
Clinical Teachers ◽  
Active Involvement ◽  
Depth Interview ◽  
Study Population

This was a qualitative study conducted in one government and one private dental college selected purposively. Study population was final year clinical teachers of selected Dental Colleges. A total of 35 teachers (twenty from private dental college and fifteen from govt. dental college) participated in this study. An open ended questionnaire was developed for  in-depth interview of the teachers. Analysis of the teachers' responses revealed that their views were related to only three issues: (1) Organization of teaching experiences: Make objectives realistic and practical, feedback, (2) Clinical experiences related factors: Student’s active involvement, working with patient and their family/ attendant and (3) Supervisory factors: Knowledgeable faculty, positive attitude of teachers. Dental faculty involved in teaching activities should be encouraged to take formal training. Study recommended increasing time and patient availability in clinical setting for effective clinical learning and skill competency.DOI: http://dx.doi.org/10.3329/bjdre.v3i1.16592 Bangladesh Journal of Dental Research & Education Vol.3(1) 2013: 25-29

scholarly journals Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study

2020 ◽  
pp. emermed-2019-208908
Author(s):  
Chung-Hsien Chaou ◽  
Shiuan-Ruey Yu ◽  
Roy Yi Ling Ngerng ◽  
Lynn Valerie Monrouxe ◽  
Li-Chun Chang ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Emergency Departments ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Structured Interview ◽  
Clinical Settings ◽  
Clinical Teachers ◽  
Protected Time ◽  
Assessment Feedback ◽  
Clinical Feedback

BackgroundFeedback is an effective pedagogical tool in clinical teaching and learning, but the actual perception by learners of clinical feedback is often described as unsatisfactory. Unlike assessment feedback or teaching sessions, which often happen within protected time and space, clinical feedback is influenced by numerous clinical factors. Little is known about clinical teachers’ motivations to provide feedback in busy clinical settings. We aimed to investigate the motivations behind feedback being given in emergency departments (EDs).MethodsA qualitative analysis of semi-structured interview data was conducted between August 2015 and June 2016. Eighteen attending physicians were purposively sampled from three teaching hospital EDs in Taiwan. Data were thematically analysed, both inductively (from the data) and deductively (using self-determination theory (SDT)). Themes were mapped to the different motivation types identified by the SDT.Results and discussionDespite working in busy clinical settings, Taiwanese ED clinical teachers reported being motivated to provide feedback when they felt responsible for their learners, when they understood the importance of feedback (patient safety and partner building), or simply because they were committed to following a tradition of passing on their clinical knowledge to their juniors. Suggestions to facilitate the internalisation of external motivations are proposed.ConclusionsIn this qualitative study, motivations for clinical feedback were identified. Although the motivations are mostly extrinsic, the elicitation of internal motivation is possible once true satisfaction is fostered during the feedback-giving process. This understanding can be used to develop interventions to enable clinical feedback to be provided in a sustained manner.

scholarly journals Physiotherapy students’ and clinical teachers’ perspectives on best clinical teaching and learning practices: A qualitative study.

2010 ◽  
Vol 66 (3) ◽  
Author(s):  
D.V. Ernstzen ◽  
E. Bitzer ◽  
K. Grimmer-Somers
Keyword(s):  
Clinical Education ◽  
Clinical Competence ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Analysis Data ◽  
Learning Opportunities ◽  
Clinical Teachers ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Physiotherapy Students

Background: Clinical  education  forms  a  core  component of the training  of physiotherapy students.  Little research on the efficacy of commonly used  physiotherapy  clinical  learning  and  teaching  opportunities are available. Objective: This  paper  sought  to  identify  the  clinical  teaching  and  learning  opportunities  that  undergraduate  physiotherapy  students  and  clinical  teachers viewed as effective in enhancing learning, as well as the reasoning behind their views.Design: A qualitative research design was used.  Data was analyzed using content analysis.   Data was coded, cate gorized and conceptualized into key themes and patterns. Participants: All third year (n=40) and fourth year (n=40) physiotherapy students as well as their clinical teachers (n=37) were eligible to participate. Semi-structured individual interviews were conducted with a purposive sample consisting of six third-year students, six fourth-year students and six clinical teachers.  Results:  The  results  indicated  that  learning  is  best  facilitated  in  open,  relaxed  environments.Demonstrations  of patient management by teachers and students, discussion of patient cases, feedback and formative assessment were identified to be effective strategies to enhance development of clinical competence.  Conclusion: Clinical education, using focused and structured processes, could ensure that students are exposed to a range of learning opportunities for development of clinical competence.

scholarly journals The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

2021 ◽  
Author(s):  
Jenny Moffett ◽  
Jennifer Hammond ◽  
Paul Murphy ◽  
Teresa Pawlikowska
Keyword(s):  
Scoping Review ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Social Research ◽  
Health Professions ◽  
Evidence Base ◽  
Health Professions Education ◽  
Learning Approaches ◽  
Related Factors ◽  
Case Presentations

AbstractAlthough the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

Teaching and learning clinical reasoning: a teacher's toolbox to meet different learning needs

2020 ◽  
Vol 81 (3) ◽  
pp. 1-8 ◽  
Author(s):  
Nathalie Gagnon ◽  
Carolle Bernier ◽  
Sylvie Houde ◽  
Marianne Xhignesse
Keyword(s):  
Clinical Reasoning ◽  
Medical Practice ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Health Sciences ◽  
Learning Needs ◽  
Clinical Teachers ◽  
Diverse Learning ◽  
The University ◽  
Clinical Reasoning Skills

Clinical reasoning is an essential part of medical practice and therefore should be an important part of clinical teaching. However, it has been and is still a challenge for clinical teachers to support learners in the development of their clinical reasoning skills. As learners progress in clerkship, so do their learning needs. As a result, teachers need multiple tools to foster the development of clinical reasoning and should know when and why to use them. This article presents tools gathered as part of a clinical teacher's toolbox aimed at coaching learners towards the next step in their clinical reasoning development as well as helping teachers diagnose clinical reasoning difficulties and meet the diverse learning needs of their learners. The article focuses on three tools that were developed by faculty at the University of Sherbrooke Faculty of Medicine and Health Sciences: the iSNAPPS-OMP Technique, the Anticipatory Supervision Technique and the Clinical Sudoku or table of discriminating clues. This article uses the term ‘tools’ as a generic expression to signify ‘items in a toolbox’. It includes all kinds of resources (techniques, strategies, models) that were gathered to help clinical teachers with the teaching of clinical reasoning.

scholarly journals Clinical teachers working in primary care: what would they like changed in the medical school?

2011 ◽  
Vol 3 (4) ◽  
pp. 298 ◽  
Author(s):  
Susan Hawken ◽  
Marcus Henning ◽  
Ralph Pinnock ◽  
Boaz Shulruf ◽  
Warwick Bagg
Keyword(s):  
Primary Care ◽  
General Practitioners ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Learning Opportunities ◽  
Learning Objectives ◽  
Clinical Learning ◽  
Ethical Awareness ◽  
Clinical Learning Environment ◽  
Clinical Teachers

INTRODUCTION: General practitioners (GPs) working as clinical teachers are likely to influence medical students’ level of community-based learning. This paper aimed to ascertain clinical teachers’ views in relation to The University of Auckland about their clinical learning environment. METHOD: A total of 34 clinical teachers working in primary care contributed to this study. To gauge their level of involvement in teaching and learning, the clinical teachers were asked about issues such as their confidence, available time, sufficient clinical learning opportunities, clear learning objectives to teach students and what they would like changed. FINDINGS: The GPs appeared confident, felt there were sufficient learning opportunities for students and that their students were part of the team. Less experienced teachers expressed less confidence than more experienced peers. There was some hesitancy in terms of coping with time and feedback. Some clinical teachers were unclear about the learning objectives presented to students. CONCLUSION: Several issues that emerged—including available time and financial rewards – are difficult to resolve. Curriculum and selection are evolving issues requiring constant monitoring and alignment with increasing numbers of students studying medicine, increased ethical awareness, more diverse teaching systems and more advanced technologies. Non-faculty clinicians need adequate representation on curriculum committees and involvement in clinical education initiatives. Issues of cultural competency and professional development were raised, suggesting the need for more established links between university and GPs. KEYWORDS: Primary health care; clinical teaching; general practitioners

scholarly journals Teaching Radiology Courses: How to Address Learning Needs of Medical Students Through Interacting in Radiology

2021 ◽  
Vol 3 (1) ◽  
pp. 44-51
Author(s):  
Ilona Petsch ◽  
Aglaé Velasco González ◽  
Boris Buerke
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Learning Needs ◽  
University Hospitals ◽  
Clinical Routine ◽  
Clinical Teachers ◽  
Teaching Content ◽  
High Workload ◽  
Teaching Time

Radiologists in radiology courses (RC) at teaching and university hospitals train medical students in competent image interpreting and reporting (IIR). Information extracted from imaging is crucial for clinical decisions and therapies. This article attempted to explore a teaching approach adapted from adult education for clinical teachers in radiology to address learning needs (LN) in radiology by interacting and tailoring teaching content to LN. The following conclusions were drawn: Addressing LN could encourage students to learn about IIR; Integrating students to negotiate teaching content should take place if feasible, despite high workload and little teaching time in clinical routine; Negotiating with students and co-teachers of other imaging disciplines would help to tailor course specifics to LN and avoid redundancies; Interacting with medical students could be efficient and effective for clinical teaching and learning in RC.

EDUCATION

PEDIATRICS ◽  
1956 ◽  
Vol 18 (2) ◽  
pp. 301-303
Author(s):  
Tyree C. Wyatt ◽  
William D. Alsever
Keyword(s):  
New York ◽  
Clinical Teaching ◽  
State University ◽  
Basic Sciences ◽  
Pediatric Pathology ◽  
Large Measure ◽  
Clinical Teachers ◽  
Actual Patient ◽  
Clinical Clerkships ◽  
Science Training

THIS is a report of the plan for teaching basic pediatric pathology in connection with ward teaching during clinical clerkships, which has been in use for several years in the Pediatric Department of the State University of New York at Syracuse. Its success as one of the most practical ways of drawing the preclinical basic sciences closer to actual patient care may be of interest to teachers, either in pathology or on the wards, who feel that there is still too wide a gap between the preclinical years and the clinical teaching years. This problem has been one of long recognition and concern, varying in degree and intensity in different settings dependent in a large measure on the background in basic science training and experience of the clinical teachers.

scholarly journals Knowledge, adherence and control among patients with hypertension attending a peri-urban primary health care clinic, KwaZulu-Natal

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Olumuyiwa A. Olowe ◽  
Andrew J. Ross
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Cross Sectional Study ◽  
Related Factors ◽  
Cross Sectional ◽  
Care Clinic ◽  
Primary Health ◽  
Validated Questionnaire ◽  
Study Population ◽  
And Control

Background: Despite hypertension being a common condition among patients attending primary health care (PHC) clinics, blood pressure (BP) control is often poor. Greater insight into patient-related factors that influence the control of hypertension will assist in the development of an intervention to address the issues identified.Aim: The aim of the study was to assess patient-related variables associated with hypertension control among patients attending a peri-urban PHC clinic.Setting: The setting for this study was a peri-urban PHC clinic in KwaZulu-Natal.Method: This was an observational, descriptive and cross-sectional study with 348 patients selected over a 1-month period. A validated questionnaire was used to collect data on patients’ hypertension knowledge and self-reported adherence, and BP recordings from their medical record were recorded to ascertain control.Results: Of the 348 participants, only 49% had good BP control and 44% (152/348) had concurrent diabetes mellitus. The majority of patients had moderate levels of knowledge on hypertension and exhibited moderate adherence. There was a significant relationship between knowledge and reported adherence, between reported adherence and control, but not between reported knowledge and control.Conclusion: Despite over 90% of the study population having moderate knowledge, and 62% with moderate reported adherence, BP was well controlled in only less than 50% of the study population. These findings suggest a need to emphasise adherence and explore new ways of approaching adherence.

scholarly journals Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

2021 ◽  
Vol 13 (1) ◽  
pp. 31-41
Author(s):  
Amira Farghaly
Keyword(s):  
Faculty Development ◽  
Online Survey ◽  
Course Design ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

Sign in / Sign up

Export Citation Format

Share Document