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Clinical Teacher

Miguel Sequeira Campos, Callum John Donaldson, Gajan Rajeswaran, Imtiaz Ahmad
No abstract text is available yet for this article.
November 8, 2018: Clinical Teacher
Kurt Schaberg
No abstract text is available yet for this article.
November 8, 2018: Clinical Teacher
David Ming, Kahli Zietlow, Yao Song, Hui-Jie Lee, Alison Clay
BACKGROUND: Resident physicians at teaching hospitals write many discharge summaries (DCSs), but receive little formal training or feedback. Poor DCS quality poses a potential patient safety risk. METHODS: We developed a curriculum to train fourth-year medical students (MS4s) how to write DCSs and integrated this curriculum into a transition-to-residency course. An inpatient attending physician (IPA) and non-inpatient physician (coach) used structured tools to assess for the presence of key elements within the DCS, evaluate the overall quality of the DCS, and judge the student's progression towards entrustable professional activities and transitional year milestones...
October 30, 2018: Clinical Teacher
Zaheer Ahmed, Jebran Amin
No abstract text is available yet for this article.
October 30, 2018: Clinical Teacher
Sue Carr, Joanne Kirtley, Liz Shaw, Janet Willars, Carolyn Tarrant
BACKGROUND: The quality of postgraduate training environments vary, but measures of the quality of training environments are lacking. This case study describes the use of management principles combined with educational expertise to facilitate the development and evaluation of an Education Quality Dashboard (EQD) for monitoring the quality of training in a large UK NHS teaching hospital. METHODS: Evaluation was conducted through the inspection of data-reporting trends and interviews with key stakeholders...
October 28, 2018: Clinical Teacher
Katherine Davis, Emily Doole, Colleen Cheek, Lizzi Shires
BACKGROUND: General practice placements are important in medical education, but little is known about positive student experiences. METHODS: Focus group interviews were conducted with medical students. Interview transcripts were analysed thematically and incorporated into an overarching conceptual framework. RESULTS: Of the 22 eligible students, 21 students participated. Students viewed positively placements where they felt part of the team, had the opportunity to practise procedural skills, learned at a level congruent to their stage and gained experience practising independently...
October 24, 2018: Clinical Teacher
Christopher Brownsworth, Timothy Kaniecki, Matthew Broom
BACKGROUND: The use of cell phone text messaging in the medical field is of growing interest, but there are few data examining its value in medical education. The text4peds educational text-messaging program was created for third-year medical students preparing for the National Board of Medical Examiners (NBME) paediatric subject examination. METHODS: A randomised, controlled trial was conducted with third-year medical students on their paediatric clerkship. Students in the intervention group received daily messages consisting of multiple-choice questions with links to online material...
October 21, 2018: Clinical Teacher
Anne de la Croix, Aileen Barrett, Terese Stenfors
This article is the next instalment in our 'How to…' series about qualitative research, and focuses on interviews. In many ways, conducting research interviews can be compared with talking to a patient or a student, yet there are specific elements to consider if you want the interview data to be useful for a research study. In this article, we will reflect on what a 'good' research interview is. We will provide an overview of different types of interviews, both much used and more adventurous. Finally, we present a list of dilemmas and frequently asked questions, with tips, tricks and suggestions...
October 21, 2018: Clinical Teacher
Alison Lyon, Lawrence Tan, Penny Abbott, Wendy Hu, Jenny Reath
BACKGROUND: Learning about general practice in a context of linguistic diversity is an understudied area. There may be additional learning needs or unrecognised opportunities in this environment. This study explores the experiences of general practitioners (GPs) and medical students on placement where consultations are conducted in a language other than English (LOTE). METHOD: We conducted 19 semi-structured interviews with medical students and GP supervisors who consult in LOTE...
October 16, 2018: Clinical Teacher
Melissa Bradner, Jessica Burns, Chase Amacher, Rachel Martino, Sally Santen
No abstract text is available yet for this article.
October 10, 2018: Clinical Teacher
Thomas Williams
No abstract text is available yet for this article.
October 9, 2018: Clinical Teacher
Alexander Grant, Matthew Stuttard, Thomas Mitchell
BACKGROUND: The Accident and Emergency Department (A&E) is a busy environment that requires time- and resource-efficient teaching. Managing cervical spine (c-spine) trauma is often an unfamiliar skill for new doctors starting work in A&E. This study investigated the efficacy of brief teaching interventions in changing clinician behaviour within A&E. The Accident and Emergency Department is a busy environment that requires time- and resource-efficient teaching METHODS: Data for 482 patients receiving c-spine computed tomography (CT) imaging in two Gloucestershire A&Es before and after multimodal departmental teaching were compared...
October 9, 2018: Clinical Teacher
Martina Bientzle, Christine Lechner, Ulrike Cress, Joachim Kimmerle
BACKGROUND: Many health care professionals specialise in particular medical fields. Nevertheless, they often encounter patients with other indications for which they have only limited experience. In such situations it is helpful to consult colleagues who have specialised in the respective areas. The Internet provides the opportunity to connect with other specialists that can be used for peer consulting. We argue that health professionals should learn to make use of online peer consulting during vocational training...
October 9, 2018: Clinical Teacher
Jo Hart, Lucie Byrne-Davis, Val Wass, Chris Harrison
BACKGROUND: Action plans have been shown to be important in changing behaviour. In learners, action plans have been proposed as a mechanism by which feedback leads to an increase in expertise: feedback leads to action plans, which lead to changes in learning behaviours and finally to improvement. Little is known about the extent to which students are able to make specific actions plans that relate to the feedback they are given, however. We explored whether medical students created action plans after being given feedback, the quality of those plans and whether the action plans were related to the feedback given...
September 28, 2018: Clinical Teacher
Malcolm Moore, Chris Roberts
BACKGROUND: Clinical handover is a core skill that needs to be learned by students and junior clinical staff to improve patient safety. Despite this, training is frequently lacking and of poor quality. A user-friendly assessment tool can assist clinicians to provide training and feedback. CONTEXT: This tool was developed in the context of medical students on short placements in remote health services, supervised by registered nurses, in outback Australia. Students make telephone handover calls to the Royal Flying Doctor Service (RFDS), which provides generalist and aeromedical retrieval services to its communities...
September 28, 2018: Clinical Teacher
Chie Hui Leong, Jun Ming Liew, Wang Tech Lim, Mei Lu Lee, Shyh Poh Teo
No abstract text is available yet for this article.
September 28, 2018: Clinical Teacher
Lukas Mileder
No abstract text is available yet for this article.
September 26, 2018: Clinical Teacher
Maxx Miller, Ashley Mullen, Aimee Gardner
BACKGROUND: Educators and trainees both recognise that autonomy, the number of patient encounters and setting learning outcomes are all vital for a successful residency. This study examined whether these clinical rotation characteristics have an impact on trainee success in an orthotic and prosthetic clinical residency. METHODS: Two cohorts of resident trainees rated their rotation characteristics (autonomy, patient encounters and learning outcomes [1, significantly below expectations; 5, exceeds expectations]) and self-competency (77 items [1, not at all able; 5, very able]) at three points during an 18-month residency...
September 14, 2018: Clinical Teacher
Nisarat Opartkiattikul, Sasithon Sukthomya, Thanyaporn Rakbangboon, Jutamat Pinitlertsakun
No abstract text is available yet for this article.
September 14, 2018: Clinical Teacher
Karen J Tietze
BACKGROUND: Clinical reasoning is an essential health care professional skill. Typically, pharmacy students figure out how to reason clinically on their own through the observation of skilled clinicians in various patient care settings. The need to start developing clinical reasoning skills in the pre-clinical years has increased interest in classroom-based clinical reasoning instruction. CONTEXT: The focus of the current clinical reasoning literature is on teaching and assessing medical student clinical reasoning skills...
September 12, 2018: Clinical Teacher
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