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Clinical Teacher

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https://www.readbyqxmd.com/read/28805356/immersion-medicine-programme-for-secondary-students
#1
Paras S Minhas, Nathan Kim, Jayson Myers, Wendy Caceres, Marina Martin, Baldeep Singh
BACKGROUND: Although the proportion of ethnicities representing under-represented minorities in medicine (URM) in the general population has significantly increased, URM enrolment in medical schools within the USA has remained stagnant in recent years. METHODS: This study sought to examine the effect of an immersion in community medicine (ICM) programme on secondary school students' desire to enter the field of medicine and serve their communities. The authors asked all 69 ICM alumni to complete a 14-question survey consisting of six demographic, four programme and four career questions, rated on a Likert scale of 1 (completely disagree) to 5 (completely agree), coupled with optional free-text questions...
August 14, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28805316/promoting-empathy-using-video-based-teaching
#2
Kieran Sweeney, Paul Baker
BACKGROUND: Empathy is fundamental to patient-centred care. It has been shown to improve patient satisfaction and therapeutic outcomes. The success of educational interventions in enhancing students' empathy has been mixed, however, and a consensus on the most effective approach is lacking. METHODS: Patients were videoed discussing their hospital experiences and interactions with clinicians. These videos were shown to groups of medical students, who then took part in a facilitated discussion around themes of health care communication and patient experience...
August 14, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28786233/teaching-bedside-ultrasound-to-medical-students
#3
John Ang, Brian Doyle, Penny Allen, Colleen Cheek
OBJECTIVE: Point-of-care ultrasound (POCUS) assists in the rapid diagnosis of conditions in the Emergency Department (ED). POCUS has been introduced to international medical curricula; however, there is no described implementation of clinically focused POCUS education in Australian medical schools. We wanted to investigate whether a formal curriculum can be effective and feasible in an Australian medical school. METHODS: Pre-post intervention study of a focused curriculum based on the Extended Focused Assessment with Sonography in Trauma (E-FAST) examination, consisting of online and practical teaching, was implemented for Year-4 and -5 medical students...
August 8, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28772064/becoming-a-peer-assisted-learning-pal-tutor
#4
Peter Harrison
No abstract text is available yet for this article.
August 3, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28771992/improving-evaluation-at-two-medical-schools
#5
Sarah Schiekirka-Schwake, Katharina Dreiling, Katharina Pyka, Sven Anders, Nicole von Steinbüchel, Tobias Raupach
BACKGROUND: Student evaluations of teaching can provide useful feedback for teachers and programme coordinators alike. We have designed a novel evaluation tool assessing teacher performance and student learning outcome. This tool was implemented at two German medical schools. In this article, we report student and teacher perceptions of the novel tool, and the implementation process. METHODS: Focus group discussions as well as one-to-one interviews involving 22 teachers and 31 undergraduate medical students were conducted...
August 3, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28682507/taking-on-the-doctor-role-in-whole-task-simulation
#6
Maggie Bartlett, Simon P Gay, Ruth Kinston, Robert McKinley
BACKGROUND: Untimed simulated primary care consultations focusing on safe and effective clinical outcomes were first introduced into undergraduate medical education in Otago, New Zealand, in 2004. We extended this concept and included a secondary care version for final-year students. We offer students opportunities to manage entire consultations, which include making and implementing clinical decisions with simulated patients (SPs). Formative feedback is given by SPs on the achievement of pre-determined outcomes and by faculty members on clinical decision making, medical record keeping and case presentation...
July 6, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28612515/the-benefits-of-a-peer-assisted-mock-paces
#7
Sarim Siddiqui, Samee Siddiqui, Qamar Mustafa, Abeer F Rizvi, Ibtesham T Hossain
BACKGROUND: Peer-assisted learning (PAL) and mock examinations have been credited as effective teaching tools; however, there is a lack of research into their effectiveness in PACES (practical assessment of clinical examination skills). This study demonstrates an effective model and the benefits of PAL after its implementation in a mock PACES at Imperial College London. There is a lack of research into the effectiveness of PAL and mock examinations in PACES METHODS: A mock PACES was designed for fifth-year medical students...
June 14, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28612510/empowering-trainees-to-promote-professionalism
#8
Lita Aeder, Lisa Altshuler, Elizabeth Kachur, Ingrid Walker-Descartes
BACKGROUND: Unprofessional behaviour can interfere with patient care. Empowering trainees to address each other's unprofessional behaviour can help address a larger number of incidents that may not be witnessed by supervisors, as well as promote a culture of professionalism in a teaching programme. The goal of the study was to teach trainees to effectively address observed unprofessional behaviour and to assess the impact of this exercise on the percentage of cases directly addressed, reported or ignored 6-12 months after the initial training...
June 14, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28612509/acceptability-of-peer-clinical-observation-by-faculty-members
#9
Joshua Borus, Sarah Pitts, Holly Gooding
BACKGROUND: Most doctors are not observed in the actual practice of medicine after they complete training. Direct observation and feedback are seen as invaluable in learning in most other professions, at formative stages of medical training and in other aspects of academic medicine, yet are not performed at the level of the independently practicing clinician. Creating an opportunity for faculty member development based on observation of clinical practice is needed for continued growth and competence as a clinician...
June 14, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28612480/adolescent-narrative-comments-in-assessing-medical-students
#10
April Tan, Alexandra Hudson, Kim Blake
BACKGROUND: Adolescent medical interviewing is a difficult topic to teach and assess. Programmatic assessment has been gaining interest in medical teaching, and shifts the mode of assessment from the traditional assessment of learning (e.g. written exams) to the assessment for learning (e.g. feedback). The Structured Communication Adolescent Guide (SCAG) is a programmatic assessment tool that allows an adolescent patient to provide three types of feedback (written, numeric, grade) to a medical student in an authentic clinical workplace...
June 14, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28580694/using-the-cloud-to-enhance-clinical-teaching
#11
Diana Cholakian, Melissa Lippitt, Christopher DeStephano
No abstract text is available yet for this article.
June 5, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28580632/mortality-review-as-a-teaching-tool-in-the-tropics
#12
Shuang Wang, Alexander Vogt
No abstract text is available yet for this article.
June 5, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28573822/the-interview-revisited
#13
Avik Chatterjee
No abstract text is available yet for this article.
June 1, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28557345/maintaining-quality-of-care-for-very-influential-patients
#14
Gitanjli Arora, Tyler S Gibb, Brenda Bursch
No abstract text is available yet for this article.
May 29, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28557298/the-insights-of-a-visually-impaired-student
#15
Victoria Emerson
No abstract text is available yet for this article.
May 29, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28497518/an-innovative-programme-for-premedical-students
#16
LETTER
Jim Q Ho, Anna Breiburg, Ware G Kuschner
No abstract text is available yet for this article.
June 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28497517/reflecting-on-medical-student-surgical-conferences
#17
LETTER
Conor S Jones, Jacob D King, Salil B Patel
No abstract text is available yet for this article.
June 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28497516/learning-with-and-from-peers
#18
EDITORIAL
(no author information available yet)
No abstract text is available yet for this article.
June 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28497515/reflecting-on-simulation
#19
LETTER
Natalie King
No abstract text is available yet for this article.
June 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28497514/running-a-successful-trainee-conference
#20
Rele Ologunde, Abdul-Rasheed Rabiu, Mimi M Li, Don Koh, Kenneth D Boffard
No abstract text is available yet for this article.
June 2017: Clinical Teacher
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