STUDENTS� AND CLINICAL TEACHERS PERCEPTIONS ABOUT CLINICAL LEARNING IN DENTAL EDUCATION

2017 ◽  
Author(s):  
Aureliana Caraiane
Keyword(s):  
Dental Education ◽  
Clinical Learning ◽  
Clinical Teachers ◽  
Teachers Perceptions

Physiotherapy clinical teachers’ perceptions on important attributes in teaching – A Nigerian perspective

2015 ◽  
pp. 1-8
Author(s):  
Adetoyeje Y. Oyeyemi ◽  
Adewale L. Oyeyemi ◽  
Babatunde O. Adegoke ◽  
Adamu A. Rufai
Keyword(s):  
Clinical Teachers ◽  
Teachers Perceptions

scholarly journals Competency based internship training programme in undergraduate dental education in Bangladesh: Clinical teachers and intern doctors' perception

2017 ◽  
Vol 8 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Md Immam Hossin ◽  
Mohammad Faruque ◽  
Md Humayun Kabir Talukder ◽  
Md Rasel Ahmad ◽  
Md Abdullah Al Harun ◽  
...  
Keyword(s):  
Patient Care ◽  
Dental Education ◽  
Training Programme ◽  
Dental Students ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Clinical Teachers ◽  
Competency Based ◽  
Structured Questionnaire ◽  
Internship Training

Background: For the first 20 years or so after formal education in dentistry commenced at Glasgow in 1879, the manner of learning technical and clinical procedures was little different from what it had been since immemorial. In other words dental students learned by watching others until it was felt that they could be trusted to perform the procedure themselves.Rationale: The intern year is the first level of hands-on training in dentistry and is an essential step in every dental surgeon's career. Opportunity to apply, consolidate and expand one's clinical knowledge, skills and also progressively increase one's responsibility for providing safe, high-quality patient care. Opportunity to develop overall patient management skill especially for the general dental practitioner. The intern year should provide a balance between education, training and clinical responsibility, enabling interns to develop the professional and personal competencies that result in good patient care and provide a foundation for lifelong learning.Objectives: The present study was undertaken to identify the Competency based internship training programme in undergraduate dental education in Bangladesh: Clinical teachers and intern doctors' perceptionMethods: This descriptive type of cross sectional study was conducted in six public and private dental colleges of Bangladesh. A semi-structured questionnaire based on 5-point Likert scale was used to collect the clinical teachers and inter doctors' perceptions. The semi-structured questionnaire was prepared on the basis of logbook based internship training programme. Before administering the questionnaires to the respondents the investigator gave them an introductory idea about the purpose of the research.Results: competencies acquired by the intern doctors were satisfactory but some problematic areas such as less duration of training period, no community placement, availability of training aid, lack of supervision as well as feedback etc were highlighted which interfered in achieving their satisfaction on their competencies.Conclusion: To ensure excellence in all aspects of internship training programme, it can be concluded that intern doctors must need to acquire sufficient competencies in most of the clinical areas for their daily practice. There are many areas for further improvement through evaluating and developing the internship training programme as well as the logbook and strengthening the clinical environment in the institutes.Bangladesh Journal of Medical Education Vol.8(1) 2017: 9-13

scholarly journals When to trust our learners? Clinical teachers’ perceptions of decision variables in the entrustment process

2018 ◽  
Vol 7 (3) ◽  
pp. 192-199 ◽  
Author(s):  
Chantal C. M. A. Duijn ◽  
Lisanne S. Welink ◽  
Harold G. J. Bok ◽  
Olle T. J. ten Cate
Keyword(s):  
Clinical Teachers ◽  
Teachers Perceptions ◽  
Decision Variables

scholarly journals Clinical Teachers’ Perceptions of Their Role in Professional Identity Formation

2020 ◽  
Vol 95 (10) ◽  
pp. 1594-1599 ◽  
Author(s):  
Robert Sternszus ◽  
J. Donald Boudreau ◽  
Richard L. Cruess ◽  
Sylvia R. Cruess ◽  
Mary Ellen Macdonald ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Clinical Teachers ◽  
Teachers Perceptions

scholarly journals Evaluation of an undergraduate psychiatric clinical rotation: Exploring student perceptions

2021 ◽  
Vol 27 ◽  
Author(s):  
Inge M. Smit ◽  
Mariette Volschenk ◽  
Liezl Koen
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Medical Training ◽  
Learning Experience ◽  
Future Research ◽  
Clinical Rotation ◽  
Clinical Teachers ◽  
Teachers Perceptions ◽  
Good Learning ◽  
Potential Improvement

Background: Globally, the appropriate transformation of medical training is critical to ensure the graduation of competent physicians who can address the growing health needs.Aim: To explore medical students’ perceptions of their learning experience during the undergraduate psychiatry late clinical rotation (PLCR) at Stellenbosch University (SU) and to use the findings to make possible recommendations regarding curriculum renewal.Setting: In recognition of this, the Department of Psychiatry at the Faculty of Medicine and Health Sciences of SU is reviewing its current teaching and learning practices.Methods: Data were collected from two focus groups.Results: Three main themes emerged: ‘learning in the clinical context’, ‘gaining knowledge’ and ‘generational needs’. Whilst several suggestions were made for potential improvement, the participants still endorsed that the PLCR does provide them with a good learning experience in psychiatry.Conclusions: Considering that these perceptions are from a group of millennials, the insights arising from the ‘generational needs’ theme were especially valuable. To bridge the generational gap and develop a curriculum that will not only meet the standards expected by educators but also achieve acceptance from learners, future research with a specific focus on clinical teachers’ perceptions is needed.

scholarly journals Clinical Teachers' Perceptions of Role Modeling: A Qualitative Study

2021 ◽  
Author(s):  
Elaheh Mohammadi ◽  
Azim Mirzazadeh ◽  
Hooman Shahsavari ◽  
Amir Ali Sohrabpour
Keyword(s):  
Medical Education ◽  
Time Management ◽  
Role Model ◽  
Role Modeling ◽  
Self Control ◽  
Self Awareness ◽  
Clinical Teachers ◽  
Teachers Perceptions ◽  
Clinical Educators ◽  
Purposeful Sampling

Abstract Background: Role modeling has been significantly considered in medical education in recent decades. In the clinical course, students learn necessary skills and accordingly their professional identity is formed by observing and working among clinical educators. Given the importance of the role modeling in medical education, in the present study, it was attempted to explore the clinical teachers' perceptions of being a role model for medical students using a qualitative method. Methods: A qualitative design, based on the content analysis approach, was used to analyze the perspectives of 15 clinical teachers. Participants were chosen by purposeful sampling. Data were collected using reflection paper writing. Results: During the data analysis, five main themes emerged: influencing others, developing different dimensions of student, situational self-awareness, feedback and continuous effort.Conclusions: This study will be useful to form role modeling educational programs. Encouraging clinical teachers to make continuous efforts to improve role modeling and educating time management and self-control skills can help reduce the challenges of role modeling for clinical teachers.

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