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Clinical Teacher

Christopher Steele, Danelle Cayea, Justin Berk, Rebecca Riddell, Tina Kumra, Maura McGuire, Amit K Pahwa
BACKGROUND: Most medical schools teach a high-value care (HVC) curriculum during the clinical years. Currently, there lacks any research demonstrating the effectiveness of the HVC curriculum taught to students in their first year of medical school. METHODS: A total of 118 of 466 first-year medical students at Johns Hopkins School of Medicine between 2013 and 2017 enrolled on an HVC course that provided the initial framework necessary to practice cost-conscious clinical medicine...
January 15, 2019: Clinical Teacher
Samantha R Warnakulasuriya, Rachel Harvey, Alistair F McNarry
BACKGROUND: Addressing themes raised by the Royal College of Anaesthetists National Audit Project 4, we introduced new training programmes to improve the knowledge and skills necessary for the management of airway crises. A further large-scale multimodal training programme was introduced to implement guidelines published in 2015 by the Difficult Airway Society (DAS). METHODS: In 2014, questionnaires were used to assess the knowledge necessary to manage the unanticipated difficult airway before and after high-fidelity simulation sessions...
January 8, 2019: Clinical Teacher
David J Birnbach, Lisa F Rosen, Maureen Fitzpatrick, Kristopher L Arheart, Ruth Everett-Thomas
BACKGROUND: To address the low levels of hand hygiene compliance (HHC) at our academic medical centre, we developed an annual patient safety course required for all incoming third-year medical students. Based on previous observations of medical students, it was determined that hand hygiene (HH) would be a central component of the course. METHODS: Over a 1-year period (2015/16), we observed third- and fourth-year medical students who had participated in the annual patient safety course entering three intensive care units (ICUs) at two teaching hospitals...
January 7, 2019: Clinical Teacher
Ruth Kinston, Niamh McCarville, Andrew Hassell
BACKGROUND: Medical doctors are required to prescribe drugs safely and effectively upon qualification, a skill that many feel poorly prepared to undertake. To better prepare doctors, a whole-task approach that develops knowledge and skills, but that also considers the effect of the complex clinical workplace on prescribing, is optimal. We describe an evaluation of an experiential learning programme that allows senior medical students to gain experience with inpatient prescribing during their hospital assistantship...
January 7, 2019: Clinical Teacher
Claire Wilson
No abstract text is available yet for this article.
January 7, 2019: Clinical Teacher
Zoe Noonan, James Graham Boyle, Lindsey Pope, Carol Ditchfield, John Paul Leach, Suzanne McDowall
No abstract text is available yet for this article.
December 27, 2018: Clinical Teacher
Susan C Lee, Henry Huang, Charles G Minard, Julie Schackman, Suman Rajagopalan
BACKGROUND: For a procedure-driven specialty such as anaesthesiology, hands-on training has always been the primary method of teaching airway skills. Although this method will always be a necessary component, the current generation of learners tend to gravitate toward media as educational sources. We propose that the addition of watching a series of podcast videos on airway management will further enhance the medical student's procedural skills. METHODS: A total of 34 medical students scheduled for an anaesthesia rotation were randomised into two groups...
December 27, 2018: Clinical Teacher
Sebi Kukran, Amal Minocha
No abstract text is available yet for this article.
December 26, 2018: Clinical Teacher
Eileen McKinlay, Kristen White, Pauline McChesney, Claire Hardie, Rebekah Higgs, Jo Hilder, Peter Gallagher
BACKGROUND: Cancer care is typically delivered by a range of health professionals, and is frequently a uniprofessional pre-registration clinical placement. A workplace-based, 6-hour interprofessional education (IPE) pilot on cancer care, led by clinical tutors, was undertaken in a New Zealand hospital, accompanied by an external evaluation. The pilot involved a cohort of 21 dietetic, medicine, pharmacy, physiotherapy and radiation therapy students. The aim of the evaluation was to determine student and tutor reactions to IPE, and any changes in perceptions and attitudes...
December 17, 2018: Clinical Teacher
Anne O'Connor, Ellen Liston, Marie O'Donnell
BACKGROUND: Service provision and the education of health professionals has diversified with the shift in health care focus to primary care. Current evidence, particularly in physiotherapy education, has identified shortfalls in practical experience and education provided in health promotion. To address this, practice placements in non-traditional settings have been recommended; however, limited evidence exists to guide this innovation. This study aimed to address this gap by exploring the challenges and facilitators of a community-based, student-led placement involving physiotherapy undergraduate students and community-based groups...
December 17, 2018: Clinical Teacher
Julian Cumberworth, Harry Apperley, Irene Francis
No abstract text is available yet for this article.
December 17, 2018: Clinical Teacher
Amy R Weinstein, Patricia A Reidy, Lisa Simon, Antonia Makosky, Joshua Merson, Rachael Williams, Cali-Ryan Collin, Marya J Cohen
No abstract text is available yet for this article.
December 5, 2018: Clinical Teacher
Annie Rohan, Judith Fullerton
BACKGROUND: Scholarly writing, although central to the completion of doctoral studies, is often not supported by systematic teaching/learning approaches that specifically help students to convey scholarship through writing. The purpose of this project was to promote writing as an essential component of scholarship, provide opportunities for students to develop a self-awareness of confidence in writing and challenges to writing, and to improve writing competence. METHODS: An innovative set of peer-supported interventions was embedded within a core foundational course in a Doctor of Nursing Practice (DNP) programme during the first academic semester as part of a continuing quality improvement process to improve DNP student writing...
December 3, 2018: Clinical Teacher
Thomas W Lycan, Tamjeed Ahmed, Mary Beth Seegars, Meera Patel, Ryan Woods, Susan A Melin
BACKGROUND: Evidence-based medicine (EBM) is a key aspect of medical training that can be challenging for trainees to learn. Tumour boards (TBs) are multidisciplinary meetings that are often opportunities for trainees to deliver patient case presentations, which is another integral part of medical education; however, TBs are time intensive, typically lack academic structure and may fail to emphasise EBM. OBJECTIVE: To design a systematic approach to improve both trainee satisfaction and the level of evidence cited at typical academic TBs...
December 3, 2018: Clinical Teacher
Yasmine Cherfi, Krisztina Szántó
No abstract text is available yet for this article.
December 2, 2018: Clinical Teacher
Andrel Yoong, Navin Mukundu Nagesh, Dupinderjit Singh Rye, Vikram Devaraj
BACKGROUND: Undergraduate medical students frequently report inadequate basic surgical skills such as suturing and knot tying. In recent years, peer assisted learning (PAL) has proven to be an effective method of teaching basic surgical skills. The consistency of the teaching and the quality of the content may be questionable in these workshops. This study aimed to develop a consultant led peer assisted learning model (CL-PAL) to facilitate the quality-controlled delivery of basic suturing skills in undergraduate medical education...
December 2, 2018: Clinical Teacher
Dierdre Bennett, Aileen Barrett, Esther Helmich
In this paper, the fifth in a series on qualitative research in medical education, we discuss approaches to analysing qualitative data. We focus primarily on analysing transcribed interview and focus group data. We also touch on the analysis of visual data, a potentially fruitful alternative approach.
November 25, 2018: Clinical Teacher
Patrick S Phelan
No abstract text is available yet for this article.
November 22, 2018: Clinical Teacher
Josephine Thomas
No abstract text is available yet for this article.
November 22, 2018: Clinical Teacher
Daniel Restrepo, Daniel Hunt, Eli Miloslavsky
No abstract text is available yet for this article.
November 22, 2018: Clinical Teacher
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