scholarly journals What makes a competent clinical teacher?

2012 ◽  
Vol 3 (2) ◽  
pp. e141-e145
Author(s):  
Stephen Wealthall ◽  
Marcus Henning
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Delphi Process ◽  
Clinical Teacher ◽  
Clinical Competency ◽  
Key Characteristics ◽  
Teachers And Students ◽  
Student And Teacher Perceptions

Background: Clinical teaching competency is a professional necessity ensuring that clinicians’ knowledge, skills and attitudes are effectively transmitted from experts to novices. The aim of this paper is to consider how clinical skills are transmitted from a historical and reflective perspective and to link these ideas with student and teacher perceptions of competence in clinical teaching. Methods: The reflections are informed by a Delphi process and professional development survey designed to capture students’ and clinicians’ ideas about the attributes of a competent clinical teacher. In addition, the survey process obtained information on the importance and ‘teachability’ of these characteristics. Results: Four key characteristics of the competent teacher emerged from the Delphi process: clinically competent, efficient organiser, group communicator and person–centred. In a subsequent survey, students were found to be more optimistic about the ‘teachability’ of these characteristics than clinicians and scored the attribute of person-centredness higher than clinicians. Clinicians, on the other hand, ascribed higher levels of importance to clinical competency, efficient organisation and group communication than students. Conclusions: The Delphi process created a non-threatening system for gathering student and clinician expectations of teachers and created a foundation for developing methods for evaluating clinical competency. This provided insights into differences between teachers’ and students’ expectations, their importance, and professional development.

scholarly journals Curricular integration of virtual patients: a unifying perspective of medical teachers and students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Eleni Dafli ◽  
Ioannis Fountoukidis ◽  
Chariklia Hatzisevastou-Loukidou ◽  
Panagiotis D Bamidis
Keyword(s):  
Teacher Perceptions ◽  
Clinical Skills ◽  
Virtual Patients ◽  
Curricular Integration ◽  
Two Phase ◽  
Behavioral Skills ◽  
Educational Challenges ◽  
Teachers And Students ◽  
Student And Teacher Perceptions ◽  
Medical Teachers

Abstract Background Virtual Patients (VPs) may improve cognitive and behavioral skills better than traditional methods do. The aim of this paper was to investigate challenges faced by teachers and students in order to effectively implement VPs across undergraduate and postgraduate curricula. In addition, differences in student and teacher perceptions that could impact curricular integration of VPs were explored. Methods A two-phase descriptive study was performed: 1) evaluation of the VP design process and curricular integration, conducted upon academic medical teachers; 2) evaluation of learning and clinical reasoning experiences with VPs, from the students’ perspective. Results The results of this study document high acceptance of VPs by both medical teachers and students (n = 252).VPs seem to fulfill most needs as set by course directors, while they satisfy student needs and create perceptions of improved knowledge and clinical skills reasoning. Conclusions Medical educators have encountered educational challenges upon transforming the curriculum. To develop VPs, academic institutions have to pay equal attention to the needs of potential adopters and VP authors. Strategic development and use of VPs may motivate more widespread integration of VPs and lead to a high quality medical education system.

Clinical Teaching in Physical Therapy: Student and Teacher Perceptions

1990 ◽  
Vol 70 (3) ◽  
pp. 173-178 ◽  
Author(s):  
Robert W Jarski ◽  
Kornelia Kulig ◽  
Ronald E Olson
Keyword(s):  
Physical Therapy ◽  
Teacher Perceptions ◽  
Clinical Teaching ◽  
Physical Therapy Student ◽  
Student And Teacher Perceptions

scholarly journals Present Status of Clinical Teaching in Bachelor of Dental Surgery Course of Bangladesh

1970 ◽  
Vol 8 (2) ◽  
pp. 76-80
Author(s):  
Md Faruque ◽  
Humayun Kabir Talukder ◽  
Kazi Khairul Alam
Keyword(s):  
Key Words ◽  
Present Status ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Bedside Teaching ◽  
Dental Surgery ◽  
Number Of Patients ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Clinical Departments

Objective: To explore present status of clinical teaching in Bachelor of Dental Surgery course of Bangladesh. Methods: This study was conducted from July 2007 to June 2008 upon conveniently selected teachers (n=49) of clinical departments and students of 3rd year (n=83) and 4th year (n=111) of two government and two private dental institutes of Bachelor of Dental Surgery course. Data were collected using one semistructured self-administered questionnaires. Result: It was found that most of the clinical classes are conducted by lecturers, assistant professors. These classes were held mostly in morning which extended occasionally up to afternoon. Majority of teachers followed the curriculum to conduct clinical classes. They agreed that the students are benefited through these clinical classes and they learn how to examine a patient and take patients’ history and other clinical skills. They informed that inadequate number of teachers and patients are important barriers for clinical teaching. They suggested that clinical classes should be taken by the senior teachers and sufficient materials and instruments should be available for this purpose. It was also proposed that sufficient number of patients and increased number of teachers should be ensured. Discussion and recommendations: The barriers should be minimized and necessary actions should be taken as per suggestions given the teachers and students. Key words: Clinical teaching learning; Bedside teaching learning; Bachelor of Dental Surgery Course Bangladesh. DOI: 10.3329/bja.v8i2.7021Bangladesh Journal of Anatomy July 2010, Vol. 8 No. 2 pp. 76-80

scholarly journals Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Simon J. Crook ◽  
Manjula D. Sharma ◽  
Rachel Wilson ◽  
Derek A. Muller
Keyword(s):  
Teacher Perceptions ◽  
Catholic Education ◽  
Student Perceptions ◽  
Science Teachers ◽  
Graphical Analysis ◽  
Science Students ◽  
Teacher Student ◽  
Teachers And Students ◽  
Student And Teacher Perceptions ◽  
Teacher And Student Perceptions

<p>As schools start investigating and investing in the idea of 1:1 iPads and tablets, are there any lessons that can be learnt from recent 1:1 laptop deployments? In Australia, since 2008, 1:1 laptops have been introduced into every secondary school. This study reports on a survey designed to investigate frequency and type of laptop use, and the alignment of teacher and student perceptions of that use. Data was obtained from 14 secondary schools from the Catholic Education Office Sydney, involving responses from 1245 Grade 10 science students and 47 science teachers. As part of the analysis, bubble graphs are used to visually represent a teacher's alignment/misalignment with their students' self-reported practices. Results show student and teacher perceptions of use were usually relatively aligned though sometimes very contrasting. The alignment was measured with the use of a 'Misalignment Index'. Three distinct types of teacher/student alignment or misalignment emerge from a graphical analysis of the data. Of the teachers and students sampled, some 30% of teachers were highly aligned, 55% had medium alignment and 15% were badly misaligned with their respective students. Potential uses of the Misalignment Index and analysis tools are discussed.</p>

scholarly journals Peer Feedback Through Blogs: Student and teacher perceptions in an advanced German class

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 18-36 ◽  
Author(s):  
Doris Dippold
Keyword(s):  
Teacher Perceptions ◽  
Computer Mediated Communication ◽  
Peer Feedback ◽  
Mediated Communication ◽  
Daily Lives ◽  
Self Reflection ◽  
Language Pedagogy ◽  
Language Class ◽  
Teachers And Students ◽  
Student And Teacher Perceptions

AbstractRecent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as ‘Facebook’ and ‘Myspace’ are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish themselves as an authority on a particular subject. Due to the opportunities for self-reflection and interactive learning offered by blogs, they have also become one of the emerging tools in language pedagogy and higher education. At the same time, peer feedback is a technique that is increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential to develop students’ understanding of standards, to initiate peer feedback, and to engage the student in the process of learning and assessment.This paper is concerned with the question to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. After reviewing the recent literature on peer feedback and the specific issues emerging from providing feedback through computer mediated communication (CMC) technologies, the paper presents the results from a pedagogic research project in an advanced German language class in which blogs were used for this purpose. Drawing on students’ blogs as well as the responses given by students in questionnaires and focus groups and responses by experienced tutors in interviews, the paper argues that blogs are potentially valuable tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.

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.

scholarly journals The national dental undergraduate clinical skills competition known as the Guanghua Cup: an innovative and effective program that promoted undergraduate dental education in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xiaolan Li ◽  
Yanbo Shan ◽  
Yangjingwen Liu ◽  
Yingwen Lin ◽  
Lin Li ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Clinical Skills ◽  
Dental Education ◽  
Maxillofacial Surgery ◽  
Dental Students ◽  
Oral And Maxillofacial Surgery ◽  
Teaching Resources ◽  
Self Evaluation ◽  
Geographical Regions ◽  
Dental Anatomy

Abstract Background The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergraduate dental education and to enhance communication among different universities. The present study aimed to introduce the organization, procedures, and consequences of the competition, in addition to analyzing the influences of competition on the reform of undergraduate dental education. Methods By analyzing the descriptive statistics of the Guanghua Cup, the competitions’ organization, the participating students’ performances, and the outcomes of competitions were analyzed. After distributing questionnaires to all participants of the 2nd and 3rd Cups, their attitudes towards the competition and their evaluation of the role of the competitions in promoting undergraduate dental education were analyzed. Results A total of 24 schools participated in the 3 competition years. The contents of the competitions covered cariology, endodontics, periodontology, prosthodontics, oral and maxillofacial surgery, dental anatomy, and first aid (e.g., operative skills and theoretical knowledge). Compared with those of the 2nd Cup, the mean scores of the operative skills significantly improved in the stations related to periodontology, prosthodontics, and dental anatomy (p < 0.05) in the 3rd Cup. In addition, 338 valid questionnaires were collected, for a response rate of 87.79 %. Overall, the participants spoke highly of the Guanghua Cup. Based on their self-perception and self-evaluation, the majority of interviewees agreed that the competition helped develop collegiality and teamwork among the participating students, improved the students’ clinical skills and promoted the improvement of teaching resources (e.g., purchasing and updating equipment, models or experimental materials). Conclusions The competition enjoyed the widest coverage since it involved dental schools from all of the different geographical regions of China. Dental students could exhibit their clinical skills in a competitive environment and develop collegiality and teamwork. Future competitions should be optimized through their organization and contents. The education quality of the participating schools affected by such competition should be investigated in a more objective and comparable way.

scholarly journals Online Professional Learning in Response to COVID-19—Towards Robust Evaluation

2021 ◽  
Vol 13 (3) ◽  
pp. 56
Author(s):  
Alireza Ahadi ◽  
Matt Bower ◽  
Abhay Singh ◽  
Michael Garrett
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Background Information ◽  
Evaluation Approach ◽  
Online Mode ◽  
Evaluation Models ◽  
Teacher Professional ◽  
Workshop Evaluation

As COVID-19 continues to impact upon education worldwide, systems and organizations are rapidly transiting their professional learning to online mode. This raises concerns, not simply about whether online professional learning can result in equivalent outcomes to face-to-face learning, but more importantly about how to best evaluate online professional learning so we can iteratively improve our approaches. This case study analyses the evaluation of an online teacher professional development workshop for the purpose of critically reflecting upon the efficacy of workshop evaluation techniques. The evaluation approach was theoretically based in a synthesis of six seminal workshop evaluation models, and structured around eight critical dimensions of educational technology evaluation. The approach involving collection of pre-workshop participant background information, pre-/post-teacher perceptions data, and post-workshop focus group perceptions, enabled the changes in teacher knowledge, skills, and beliefs to be objectively evaluated, at the same time as providing qualitative information to effectively improve future iterations of the workshops along a broad range of dimensions. The evaluation approach demonstrated that the professional learning that was shifted into online mode in response to COVID-19 could unequivocally result in significant improvements to professional learning outcomes. More importantly, the evaluation approach is critically contrasted with previous evaluation models, and a series of recommendations for the evaluation of technology-enhanced teacher professional development workshops are proposed.

Teacher perceptions of effective professional development: insights for design

2021 ◽  
pp. 1-14
Author(s):  
Ling Zhang ◽  
Richard Allen Carter ◽  
Jihong Zhang ◽  
Tiffany L. Hunt ◽  
Christopher R. Emerling ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Effective Professional Development

scholarly journals Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

2021 ◽  
Author(s):  
Tarja Pietarinen ◽  
Tuire Palonen ◽  
Marja Vauras
Keyword(s):  
Teacher Perceptions ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Science Classrooms ◽  
Student Groups ◽  
Teacher Guidance ◽  
Group Outcomes ◽  
Teacher Affect ◽  
Teachers And Students ◽  
Collaborative Inquiry Learning

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

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