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.

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.

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

PEDIATRICS ◽  
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.

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.

Docendo discimus: Forwarding Seeing the Patient as a Person to the Future Generation of Physicians

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J T V Greenbrook ◽  
M Ioannou
Keyword(s):  
Clinical Teaching ◽  
Future Generation ◽  
Hippocratic Oath ◽  
Human Dimensions ◽  
University Hospitals ◽  
Structured Interviews ◽  
Ethical Perspective ◽  
Reciprocal Effect ◽  
Clinical Teachers ◽  
Core Components

Abstract Background Forwarding the finest traditions of a calling, and upholding core components of the Hippocratic Oath, requires forwarding seeing each patient as a unique and autonomous person to future generations of physicians. Whilst clinical teaching is paramount in fostering this ethical perspective in applied contexts, limited empirical research has addressed how and why clinical teachers forward seeing the patient as a person in teaching. The present study endeavored to address this gap. Methods Qualitative semi-structured interviews were conducted with 17 randomly sampled clinical teachers, from two major university hospitals in Sweden. Data was analyzed through the phenomenological method. Results Two themes emerged: (1) Forwarding seeing the patient as a person by conveying the perspective, including the categories highlighting practical benefits in context, displaying humility and rendering the abstract salient, awareness of clinical teachers' impact on pathway development, and protecting core Hippocratic values in medical education; and (2) the need for active engagement in fostering the perspective, including the categories observing own development on a continuum, requiring constant reminders in applied contexts, finding inspiration through interaction, and the need for dedication and resolve. Conclusions Emblematic of the Latin proverb docendo discimus [by teaching, we learn], exemplifying the Hippocratic Oath in applied contexts further fueled and fostered the clinical teacher's own ethical perspective. This observed process accents how focus in teaching is contingent on, and promoting of, clinical teachers' own development and further engagement with the human dimensions of care. Cumulatively, past and present exemplars shape clinical teachers' professional identity and ability to engage with seeing the patient as a person, in turn enhancing the dedication needed to lead by example and revive the core components of the Hippocratic Oath in clinical teaching. Key messages Forwarding seeing the patient as a person in teaching is contingent on, and promoting of, clinical teachers’ own development and further engagement with the human dimensions of care. “Docendo discimus [By teaching, we learn]” – The reciprocal effect of fostering the ethical perspective in teaching requires seeking exemplars, to serve both as reminders and sources of inspiration.

scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals Attitudes of teaching faculty towards clinical teaching of medical students in an emergency department of a teaching institution in Singapore during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 67-74
Author(s):  
Tess Lin Teo ◽  
Jia Hao Lim ◽  
Choon Peng Jeremy Wee ◽  
Evelyn Wong
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Faculty Attitudes ◽  
Clinical Teachers ◽  
Risk Environments ◽  
Tertiary Teaching ◽  
Tertiary Teaching Hospital ◽  
Teaching Faculty

Introduction: Singapore experienced the COVID-19 outbreak from January 2020 and Emergency Departments (ED) were at the forefront of healthcare activity during this time. Medical students who were attached to the EDs had their clinical training affected. Methods: We surveyed teaching faculty in a tertiary teaching hospital in Singapore to assess if they would consider delivering clinical teaching to medical students during the outbreak and conducted a thematic analysis of their responses. Results: 53.6% felt that medical students should not undergo clinical teaching in the ED and 60.7% did not wish to teach medical students during the outbreak. Three themes arose during the analysis of the data - Cognitive Overload of Clinical Teachers, Prioritisation of Clinical Staff Welfare versus Medical Students, and Risk of Viral Exposure versus Clinical Education. Conclusion(s): During a pandemic, a balance needs to be sought between clinical service and education, and faculty attitudes towards teaching in high-risk environments can shift their priorities in favour of providing the former over the latter.

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 Performance of Residents Serving as Clinical Teachers: A Student-Based Assessment

2014 ◽  
Vol 6 (1) ◽  
pp. 123-126 ◽  
Author(s):  
Mayowa O. Owolabi ◽  
Adefemi O. Afolabi ◽  
Akinyinka O. Omigbodun
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Clinical Teaching ◽  
Development Program ◽  
Teaching Skills ◽  
Validity And Reliability ◽  
Faculty Development Program ◽  
Clinical Teachers ◽  
Internal Medicine Residents ◽  
Tertiary Teaching

Abstract Background Little is known about the competences of residents as clinical teachers in African health care institutions. Objective We evaluated the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary teaching institution in Africa. Methods We used the augmented Stanford Faculty Development Program Questionnaire, which has evidence of validity and reliability. To avoid a Hawthorne effect, students completed the questionnaire anonymously and confidentially after clinical teaching sessions by residents. A minimum score of 4 on a scale of 1 to 5 was defined a priori as possession of good clinical teaching skills. Results Sixty-four medical students assessed all 20 internal medicine residents in the Department of Medicine, University of Ibadan. Mean performance scores for the domains ranged from 3.07 to 3.66. Residents performed best in creating a good learning climate and worst in the promotion of understanding and retention. Sex of the resident, duration of residency, and rank had no significant impact (.09 < P < .94) on their teaching skills. Conclusions Consistent with other observations in the literature, residents' clinical teaching skills were suboptimal, particularly in their ability to promote understanding and retention. To enhance these skills, we recommend the integration of appropriately tailored programs to teach pedagogic skills programs in residency training.

scholarly journals Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Simon Nothman ◽  
Michael Kaffman ◽  
Rachel Nave ◽  
Moshe Y. Flugelman
Keyword(s):  
Medical Students ◽  
Faculty Development ◽  
Clinical Teaching ◽  
Relative Number ◽  
Medical Schools ◽  
Educational Training ◽  
Online Questionnaire ◽  
Clinical Teachers ◽  
Significant Difference

Abstract Background Teaching medical students is a central part of being a doctor, and is essential for the training of the next generation of physicians and for maintaining the quality of medicine. Our research reviews the training that physicians in Israel receive as teachers of clinical clerkships, and their thoughts regarding teaching students. The importance of faculty development cannot be overstated, for securing quality medicine and physician empowerment. Methods This study was based on a survey conducted among physicians teaching at Israeli medical schools. The survey was conducted using an online questionnaire sent to clinical teachers according to lists received from the teaching units of the faculties, department heads, and other clinical teachers. Participation in the study was anonymous. Findings Of 433 invited physicians, 245 (56%) from three departments (internal medicine, paediatrics, obstetrics and gynaecology) of four faculties of medicine in Israel, out of five total, completed the questionnaire. Only 35% of the physicians reported having received training for their role as teachers, most of these participated in a short course of up to 2 days. There were significant differences between the Technion and the other schools. Technion teachers without academic appointment had higher rates of pedagogic training. The same was true in regard to Technion teachers, either residents or young specialist. Significant gaps were reported between the content covered in the training and the topics the doctors felt they would want to learn. The clinicians who participated in the survey expressed that clinical teaching was less valued and more poorly remunerated than research, and that improved compensation and perceived appreciation would likely improve the quality of clinical teaching. Conclusions Of the one-third of the physicians surveyed who had received some training in clinical teaching, the training was perceived as inadequate and not aligned with their needs. There was a significant difference in rates of pedagogic training between the Technion and other medical schools. In addition, most clinical teachers surveyed felt that teaching students is inadequately valued. Due to its focus on just three disciplines, and higher relative number participants from the Technion faculty of medicine, our survey may not fully represent the activities of the faculties of medicine in Israel. Nevertheless, given the importance of clinical teaching of medical students, our findings argue for increasing faculty development and educational training of physicians in clinical settings, for recognizing the importance of teaching in academic and professional promotion processes.

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