The Clinical Notebook: Using Student Portfolios to Enhance Clinical Teaching Learning

2001 ◽  
Vol 40 (3) ◽  
pp. 135-137 ◽  
Author(s):  
Jane Williams
Keyword(s):  
Clinical Teaching ◽  
Student Portfolios ◽  
Teaching Learning

scholarly journals Development of the Clinical Teaching Effectiveness Questionnaire in the United States

2017 ◽  
Vol 14 ◽  
pp. 14 ◽  
Author(s):  
Michelle E. Wormley ◽  
Wendy Romney ◽  
Anna E. Greer
Keyword(s):  
United States ◽  
Teaching Effectiveness ◽  
Clinical Teaching ◽  
Psychometric Evaluation ◽  
Principal Component ◽  
Teaching Experience ◽  
The United States ◽  
Clinical Instructors ◽  
Valid Measure ◽  
Teaching Learning

Purpose: The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.Methods: The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.Results: The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.Conclusion: The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

Teaching Professional Skills and Values in India: Challenges and Roadmap for Future

2017 ◽  
Vol 4 (2) ◽  
pp. 116-126
Author(s):  
Anirban Chakraborty
Keyword(s):  
Clinical Teaching ◽  
Resource Constraints ◽  
Legal Education ◽  
The United States ◽  
Law Reform ◽  
Professional Skills ◽  
National University ◽  
Proper Training ◽  
Teaching Learning ◽  
Teaching Professional

Educating law students in fundamental professional skills and values has become an integral part of the modern legal education curriculum. ‘Clinical legal education’ (CLE) is the instructional method used for teaching professional skills and values. CLE aims to impart training of professional skills and values by engaging the students with legal aid activities and using that experience for the teaching–learning process. In the United States, credited for developing CLE, law faculties involve students to represent cases of indigent clients under their supervision and use that experience to teach legal skills and professional values. But with the global expansion of CLE, along with the US model (client representation clinic), many innovative alternative models have evolved, primarily due to local diversities. Therefore, in jurisdictions where ‘client representation clinic’ is not suitable due to local restrictions and resource constraints, new models such as ‘Street Law Clinic’, ‘Externship Clinic’ or ‘Law Reform Clinic’ have successfully evolved to be CLE model. Although regulatory bodies of Indian legal education have made CLE a mandatory part of the curriculum for over two decades, its implementation has been negligible and ineffective. Lack of proper training of faculties, absence of guidelines on CLE practice and procedure, financial constraints and legal restriction on faculties and their students to represent in courts are some of the reasons highlighted for the same. This article argues that legal education is inadequate and increases the gap with the legal profession, if professional skills and values are not imparted in a proper manner. In order to overcome the current inadequacy, effective integration of CLE is the call of the day. The article explores two alternative clinical teaching models namely ‘Street Law Clinic’ and ‘Law Reform Clinic’ and provides means to overcome the existing bottlenecks in implementation of CLE. It narrates the experiences of functioning of these clinics at West Bengal National University of Juridical Sciences (WBNUJS) and apprises how these models can be replicated for effective clinical teaching, suiting Indian conditions.

Teaching, learning and assessment of undergraduate radiography students: a strategy to develop progression towards competency

2002 ◽  
Vol 3 (1) ◽  
pp. 3-11
Author(s):  
J. Chianese ◽  
B. Channon
Keyword(s):  
Clinical Teaching ◽  
Early Stage ◽  
Clinical Staff ◽  
Planning Team ◽  
Transferable Skills ◽  
Life Long Learning ◽  
Strategy Evaluation ◽  
Research Outcome ◽  
Remedial Work ◽  
Teaching Learning

A new clinical teaching, learning and assessment strategy for radiotherapy and diagnostic imaging undergraduates was developed by action research. Outcome-based competencies were used together with other strategies to progress students' learning through successive levels with the aim of developing essential and desirable attributes of the respective professions. The planning team consisted of academic and clinical staff resulting in a shared project. Specific outcomes for each profession were devised by subgroups of the original team. The radiotherapy scheme implemented formative staged outcomes and the report focuses mainly on this strategy. Evaluation reveals that discriminations can be made at an early stage between those students achieving and those who are not. Highlighting specific areas for improvement allows opportunities for remedial work and creation of individual action plans. Key clinical staff underwent specific training to facilitate students' development and act as effective gatekeepers to progression. Recommendations for further research are to survey graduates now in employment to investigate how well they feel the scheme has fitted them for practice. There is also the potential to survey those who left the course prior to completion to discover if the scheme has helped to develop transferable skills for life long learning.

scholarly journals Komunikasi Efektif dalam Bimbingan Klinik Keperawatan

2014 ◽  
Vol 1 (3) ◽  
pp. 85-92
Author(s):  
Budi Anna Keliat
Keyword(s):  
Nursing Students ◽  
Learning Process ◽  
Educational Program ◽  
Role Model ◽  
Clinical Teaching ◽  
Clinical Instructor ◽  
Health Team ◽  
Effective Relationships ◽  
Teaching Learning

Keperawatan sebagai profesi memerlukan program pendidikan yang menekankan proses pembelajaran klinik dengan memberikan kesempatan kepada peserta didik untuk menerapkan ilmu pengetahuan yang diperoleh dalam praktek.Pembelajaran klinik memerlukan komunikasi efektif terutama antara pembimbing dengan peserta dengan peserta didik dan pembimbing dengan tim kesehatan yang memungkinkan suasana kondusif untuk suatu proses belajar. Berbagai strategi pembinaan hubungan yang efektif disertai contoh peran merupakan hal yang penting untuk dipelajari dan dimengerti. Nursing as profession requires educational program emphasizing on clinical teaching-learning process by providing opportunities to nursing students to apply their knowledge into practice. Clinical teaching-learning process requires the ability of the clinical instructor to communicate effectively with the nursing students as well as with other health team in order to create the conducive atmosphere for the students. Several strategies in establishing effective relationships and being a role model particularly for the students are very crucial to be learned and understood.

scholarly journals Enseñanza-Aprendizaje En La Estancia Clínica: Percepción Desde Los Estudiantes De Licenciatura En Enfermería

2017 ◽  
Vol 13 (16) ◽  
pp. 313
Author(s):  
Eliazar González Carrillo ◽  
Norma Pizarro ◽  
Oscar Joel Talavera Sánchez ◽  
Salvador Vargas García
Keyword(s):  
Learning Process ◽  
Clinical Teaching ◽  
Negative Impact ◽  
Educational Institution ◽  
Knowledge Society ◽  
Theory And Practice ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Teaching Learning

The clinical teaching of nursing graduates is one of the fundamental pillars for the development of knowledge, skills, attitudes, and values that would be projected in the real scenarios of their disciplinary practice. The expectation of any institution in professional formation in health discipline is that the facilitator should create an environment that is favorable for an effective teaching-learning process to take place. During the stay of the students in the healthcare institution, it is essential that they acquire a prospective, sensitive, and a specialized vision about their practice and the challenges they face in an increasingly complex society. There are a number of contradictions between theory and practice in care. This, however, leads to a clear gap which becomes evident in traditional teaching models. This requires a redirection towards innovative, humanistic, and specialized approaches to more dynamic ones in this information/knowledge society. The objective of this study was to obtain the perception of undergraduate nursing students on clinical teaching and whether it is related to the hospital context, experience, and teaching profile. Therefore, this favors an effective learning process. It is a quantitative, non-experimental, analytical, descriptive, cross-sectional, and prospective study with a convenience sample of 212 students in a sixth, seventh, and eighth semester of the clinical stationed (practice) class. Among the most important results of the research, it was found that the students stated that there is no functional relationship between Jean Watson's Human Care Theory and its application in the clinical field. They also perceived that this learning had a significant impact on several factors both of the Clinical environment and the educational institution. The study concludes that the students' perception of the teaching learning process oscillates between the contradiction of a theory that cannot be projected in practice and a series of factors that have a negative impact on the formation of their professional competences

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