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 Contemporary Issues in Clinical Dental Teaching

2013 ◽  
Vol 14 (3) ◽  
pp. 501-510 ◽  
Author(s):  
Catherine Groenlund ◽  
Boris Handal
Keyword(s):  
Clinical Teaching ◽  
Professional Community ◽  
Clinical Work ◽  
Online Questionnaire ◽  
Clinical Teachers ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Constructive Feedback ◽  
Clinical Session ◽  
Teachers And Students

ABSTRACT Aim This research project sought to explore the issue of what constitutes effective clinical teaching in the minds of both students and teachers. Background As stakeholders of the dental clinical setting, teachers and students have valuable practical insights to share with the academic and professional community as to what constitutes effective dental teaching. Case description An explorative qualitative study of dental teachers’ and students’ perceptions of clinical teaching was carried out at the Faculty of Dentistry of Sydney University. Thirty-one clinical teachers and 12 students participated in this case study through an online questionnaire survey and a focus group, respectively. Responses were categorized in three major clusters, namely, instructional, curricular or organizational. Conclusion The findings reveal that both groups hold similar opinions on what constitutes effective clinical instruction including a shared passion for learning and teaching, being clear and organized, demonstrating clinical competencies as well as engaging in professional self-reflection. Most of the issues fell into the instructional cluster where establishing a positive relationship with students including providing constructive feedback at the clinical session came up as key factors contributing to the student experience. Clinical significance There is a demand from both students and teachers to standardize clinical procedures and protocols as well as having a greater synchronization in time and content between lectures and clinical work. How to cite this article Groenlund C, Handal B. Contemporary Issues in Clinical Dental Teaching. J Contemp Dent Pract 2013;14(3):501-510.

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 Development of Puzzel Learning Media by Crossword Puzzel

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Prima Wahyu Titisari ◽  
Febi Acitika Pratiwi
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Crossword Puzzle ◽  
Capture Process ◽  
Learning And Teaching ◽  
Word Play ◽  
Teachers And Students ◽  
The Media ◽  
Large Groups ◽  
Crossword Puzzles

<p><strong>Abstract.</strong> Learning media is a teaching and learning process that tends to be interpreted as graphical, photographic, or electronic tools to capture, process, and reconstruct visual or verbal information. Crosswords are a kind of word play. The learning media developed to facilitate teachers and students in the process of learning and teaching at Junior High School grade VIII. The purpose of this study was to prodice <em>puzzle </em>learning media by crossword <em>puzzle</em> and feasible to be developed as rearning media on human eireulatory system material. Based on the results of the observations that have been carried out, the teacher only uses descourse and less varied learning  which makes students bored in learning. The method used in this study is the research and development (R &amp; D), by ADDIE method, the researcher produced a crossword puzzle and its feasibility will be tested. The results of the study after the media were tested on the validator of media experts and material experts got a very decent category. The results of the research from the science teacher, get a very feasible assessment to be developed. The results of research on peer review get a very feasible category to be tested. And the results obtained during the trial of students with trials of small groups, middle groups and large groups led to a very decent category. To we it can be concluded that, puzzle learning media by crossword puzzles is very feasible to develop.</p><p><strong>Keywords:</strong> Puzzle learning media, crossword puzzles</p>

scholarly journals A Study on Implication of Prototype Theory in English Vocabulary Teaching

2017 ◽  
Vol 8 (1) ◽  
pp. 133
Author(s):  
Hongmei Zhang
Keyword(s):  
Teaching And Learning ◽  
International Communication ◽  
Current Situation ◽  
Prototype Theory ◽  
English Learning ◽  
Learning And Teaching ◽  
Cognitive Mechanism ◽  
Teachers And Students

Nowadays, English plays an increasingly important role in international communication. Vocabulary plays the important role in the process of English learning and teaching. Although the significance of the vocabulary teaching and learning have been noticed by the teachers and students, the current situation of English vocabulary teaching and learning is not satisfactory in most Chinese schools. This paper applies the prototype theory and other related theories, which contains the three levels of categorization and two cognitive mechanism, to vocabulary teaching and learning. The paper aims at exploring the implications that prototype theory indicates in English vocabulary teaching and learning, finding out the crux of English vocabulary teaching and learning. Teachers need to consciously foster students’ metaphorical and metonymical awareness when teaching vocabulary.

New Paradigm of Learning and Teaching in a Networked Environment

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Yin Cheong Cheng
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Ict Literacy ◽  
New Paradigm ◽  
Learning And Development ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Opportunities For Learning ◽  
Teachers And Students ◽  
Self Learning

This chapter introduces a new paradigm of learning and teaching that aims to develop students’ contextualized multiple intelligence (CMI) and create unlimited opportunity for students’ lifelong independent learning through a triplization process including individualization, localization, and globalization in teaching and learning. In particular, the chapter illustrates how students’ self-learning can be motivated, sustained, and highly enhanced in an individually, locally, and globally networked human and ICT environment. Different from the traditional emphasis on delivery of knowledge and skills in planned curriculum, the new paradigm pursues the extensive application of ICT and enhancement of teachers and students’ ICT literacy in building up a networked environment for students’ individualized, localized, and globalized learning and CMI development. It is hoped that students equipped with the necessary ICT literacy can become borderless learners with unlimited opportunities for learning and development in a networked environment.

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.

The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

scholarly journals Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

2017 ◽  
Vol 7 (10) ◽  
pp. 109 ◽  
Author(s):  
Mary Asirifi ◽  
Linda Ogilvie ◽  
Sylvia Barton ◽  
Patience Aniteye ◽  
Kent Stobart ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Educational Institution ◽  
Teaching Model ◽  
Clinical Nursing ◽  
External Stakeholders ◽  
Clinical Nursing Education ◽  
Learning Issues

Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.

scholarly journals Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics

2020 ◽  
Vol 16 (1) ◽  
pp. 15-28
Author(s):  
Shemunyenge Hamukwaya
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Academically Successful ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Systemic Factors ◽  
High Level ◽  
Negative Factors ◽  
Grade 11

This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investigated via semi-structured interviews. The transcripts were analysed using an interpretational analysis. This study revealed that students display interest in learning mathematics and that they tend to feel comfortable with the subject despite certain influencing factors. The students’ perceptions are that their learning processes were negatively affected by aspects of systemic factors, teachers’ and students’ own factors, and access to learning resources. The students feel that they lack high-level access to teaching and learning, and this limits their potential for achieving the level at which they are expected to perform and be academically successful. In addition to the implications that emerged, this study makes recommendations on what should be done to address the negative factors perceived by the students.

scholarly journals Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries

2013 ◽  
Vol 10 ◽  
pp. 6 ◽  
Author(s):  
Ayiesah Ramli ◽  
Leonard Joseph ◽  
Seow Woon Lee
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Placements ◽  
Content Analysis Method ◽  
Learning Pathways ◽  
Learning Contract ◽  
First Time ◽  
Physiotherapy Students ◽  
Physiotherapy Education ◽  
Education Process

Purpose:Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement.Methods:A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo.Results:A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary.Conclusion:These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

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