scholarly journals Effective Veterinary Clinical Teaching in a Variety of Teaching Settings

2022 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Amanda Nichole (Mandi) Carr ◽  
Roy Neville Kirkwood ◽  
Kiro Risto Petrovski
Keyword(s):  
Clinical Teaching ◽  
Simulation Models ◽  
Teaching Skills ◽  
Clinical Settings ◽  
Clinical Instructors ◽  
Clinical Practices ◽  
Academic Settings ◽  
Case Based Learning ◽  
Teaching Setting ◽  
Official Recognition

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.

scholarly journals Enseñanza clínica en enfermería: escenario del aprendizaje y sus actores

2015 ◽  
Vol 4 (7) ◽  
pp. 44
Author(s):  
Norma Ivette Beltran Lugo ◽  
Betsy Flores Atilano ◽  
Dulce María Guillén Cadena
Keyword(s):  
Actual World ◽  
Clinical Teaching ◽  
Clinical Settings ◽  
Clinical Practices ◽  
Continuous Formation ◽  
Great Responsibility ◽  
Health Institutions ◽  
Personnel Needs ◽  
The Moment ◽  
Sobre Todo

<div>La ense&ntilde;anza se concibe como la tarea m&aacute;s peculiar de la escuela, cuyas funciones educativas deben estructurarse (P&eacute;rez G&oacute;mez, 1992) en torno a dos funciones. El acto de ense&ntilde;ar no es responsabilidad totalmente del docente universitario, sino que involucra al personal operativo de las instituciones de salud. La ense&ntilde;anza cl&iacute;nica es el momento donde se tiene contacto con el mundo real y los diferentes ambientes que se generan para la construcci&oacute;n de nuevos h&aacute;bitos profesionales, el desarrollo de la empat&iacute;a con la disciplina y hasta el gusto de ser enfermero. La problem&aacute;tica que tenemos actualmente es que a veces el personal de Enfermer&iacute;a da por hecho que los y las estudiantes ya tienen los conocimientos pero sobre todo las habilidades pr&aacute;cticas para ejecutar intervenciones que implican gran responsabilidad, pero cuando la alumna demuestra que no tiene esas habilidades es desplazada y limitada a la observaci&oacute;n. El profesorado debe tener una formaci&oacute;n continua y tambi&eacute;n debe salir a hacer pr&aacute;cticas cl&iacute;nicas para que de esta forma no pierda las habilidades y destrezas en la ejecuci&oacute;n de diversos procedimientos de Enfermer&iacute;a. Aunque existe el programa de estancias cl&iacute;nicas para profesores, &eacute;stos deben ser comprometidos a ejecutarlas independientemente de que laboren en alg&uacute;n otro lugar, ya que de &eacute;sta forma se pueden actualizar en las nuevas tecnolog&iacute;as del cuidado y tendr&aacute;n herramientas muy &uacute;tiles durante su ense&ntilde;anza.</div><div><br /></div><div><div>Teaching is conceived as the most peculiar task of the school, which educative functions must be structured (P&eacute;rez G&oacute;mez, 1992) around two functions. The act of teaching isn&rsquo;t the universitarian teacher&rsquo;s responsibility completely, but also the health institutions&rsquo; personnel&acute;s. Clinical teaching is the moment when contact is had with the actual world and the different environments created to construct new professional habits, development of empathy and even the joy of being a nurse. The issue we currently have is that sometimes nursing personnel take for granted that students already have all the knowledge, but mostly all the practical abilities to perform interventions that imply great responsibility, but when the student shows the lack those skills, they&rsquo;re set aside and limited to observation only. Teaching personnel needs to have a continuous formation and they also have to do clinical practices so this way they won&acute;t lose the abilities and dexterities on the execution of different nursing procedures. Even though there&rsquo;s the clinical settings program for teachers, they have to be committed to execute it, whether they work or not at other place, so this way caring technologies can be updated and they&rsquo;ll have very useful tools for teaching.</div></div><div><br /></div>

scholarly journals LEARNING MODEL OF HOSPITAL CLINICAL PRACTICE FROM STUDENT AND CLINICAL EDUCATOR POINT OF VIEW: A QUALITATIVE STUDY

2017 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Ni Putu Kamaryanti ◽  
Ni Luh Putu Dina Susanti ◽  
Anak Agung Ayu Yuliati Darmini
Keyword(s):  
Clinical Practice ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Learning Model ◽  
Point Of View ◽  
Clinical Instructors ◽  
Learning Models ◽  
Clinical Practices ◽  
Classroom Laboratory

Background and Purpose: Qualified education is characterized by qualified teaching and learning in the classroom, laboratory, and clinical practice. Producing nurses who are able to provide professional nursing care for patients requires learning process in practice by using learning models. The purpose of this study was to explore the experience and expectation of students and clinical instructors on practices learning model in Ners Program of STIKES Bali.Method: This study used qualitative design with phenomenology approach. There were 8 participants from students and clinical instructors selected by purposive sampling. Data were collected by in-depth interviews. Data was transcribed and analyzed using thematic analyses. Results: Findings indicated that there were five themes related to student and clinical instructor’s experience and expectation about practices learning model. The themes were supporting from institution and clinic, bed side teaching (BST), conference, lack of time of clinical instructor in supervising, and case study. BST, conference, and case study were some of learning models implemented in clinical practices. These methods will run properly if there are good supporting and optimal supervising. Conclusion and Recommendation: BST, conference, and case study are appropriate methods for clinical teaching. Lack of time in supervising is one of barriers found. It is essential for clinical instructors to spend sufficient time to supervise students in clinical practice. 

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Developing and Validating Standards for Clinical Teaching Skills

2019 ◽  
Vol 10 (2) ◽  
pp. 294-306
Author(s):  
Taghreed Hussien ◽  
Mona. M. Shazly, ◽  
Rabab. M. Hassan
Keyword(s):  
Clinical Teaching ◽  
Teaching Skills

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

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.

The Role of the Laser Safety Officer and Laser Safety Programs in Clinical Practice

2021 ◽  
Author(s):  
Christine E Wamsley ◽  
John Hoopman ◽  
Jeffrey M Kenkel
Keyword(s):  
Medical Center ◽  
National Standards ◽  
Clinical Settings ◽  
Full Time ◽  
Health Administration ◽  
Clinical Practices ◽  
Large Hospital ◽  
Laser Safety ◽  
Safety Officer ◽  
Safety Programs

Abstract Recent advancements in laser technology have led to its expanded utilization in smaller clinical settings and medical spas, particularly for facial rejuvenation and the treatment of other aesthetic concerns. Despite the increasing popularity of this technology, discussion of laser safety programs has remained limited, mostly to operating rooms at larger clinical institutions. Although smaller facilities do not operate at the same capacity as a large hospital or medical center, the requirements for utilizing a laser are no less stringent. Employers must comply with local and federal regulations, the Occupational Safety and Health Administration (OSHA) General Duty Clause, American National Standards Institute (ANSI) standards, and professional recommended practices applicable to their business. Although the laser safety officer (LSO) is often a full-time position within larger facilities, smaller clinical settings and medical spas may be limited in staff number. It is important, therefore, that clinical practices establish laser policies and procedures with consideration of their individual needs and capabilities. In this paper, we will define a laser safety program, highlight basic requirements needed to establish this program, and outline the specific responsibilities of the LSO. To ensure that safe laser practices are being conducted at the healthcare facility, it is imperative that small business owners are aware of these regulations and standards in place for the operation of laser systems.

scholarly journals Practice of informed consent in Guangdong, China: a qualitative study from the perspective of in-hospital patients

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e020658 ◽  
Author(s):  
Ni Gong ◽  
Yinhua Zhou ◽  
Yu Cheng ◽  
Xiaoqiong Chen ◽  
Xuting Li ◽  
...  
Keyword(s):  
Informed Consent ◽  
Qualitative Study ◽  
Medical Information ◽  
Medical Knowledge ◽  
Information Provision ◽  
Clinical Decision ◽  
Clinical Settings ◽  
Clinical Practices ◽  
Informed Consent Form ◽  
Hospital Patients

ObjectiveThis study aimed to investigate the practice of informed consent in China from the perspective of patients.DesignA qualitative study using in-depth interviews with in-hospital patients focusing on personal experience with informed consent.SettingGuangdong Province, China.Participants71 in-hospital patients in rehabilitation after surgical operations were included.ResultsMedical information is not actively conveyed by doctors nor effectively received by patients. Without complete and understandable information, patients are unable to make an autonomous clinical decision but must sign an informed consent form following the doctor’s medical arrangement. Three barriers to accessing medical information by patients were identified: (1) medical information received by patients was insufficient to support their decision-making, (2) patients lacked medical knowledge to understand the perceptions of doctors and (3) patient–doctor interactions were insufficient in clinical settings.ConclusionsInformed consent is implemented as an administrative procedure at the hospital level in China. However, it has not been embedded in doctors’ clinical practices because, from the perspective of patients, doctors do not fulfil the obligation of medical information provision. As a result, the informed part of informed consent was neglected by individual doctors in China. Reforming medical education, monitoring the process of informed consent in clinical settings and redesigning medical institutional arrangements are pathways to restoring the practice of informed consent and patient-centred models in China.

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.

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