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Clinical Teacher

Douglas G J McKechnie, Anush Shashidhara, Pam Houston, Deborah Gill, Paul Dilworth
BACKGROUND: High-quality, out-of-classroom interactions between students and teachers help to develop communities of learning. In medicine, they contribute to the professionalisation of students. METHODS: We designed a novel student-faculty member lunch scheme for first-year medical students at our institution. Students received a free lunch in groups of six with a faculty member 'hosting' and paying for lunch, with the cost reimbursed by the medical school. Focus groups with students were used to evaluate the impact of the intervention...
May 8, 2018: Clinical Teacher
Paul E S Crampton
No abstract text is available yet for this article.
May 1, 2018: Clinical Teacher
Sowbhagya Micheal, Brahmaputra Marjadi
BACKGROUND: Teaching gender and sexuality in medical school is critical to prepare students for future clinical practice. Yet curriculum gaps exist in teaching these topics in medical schools. To address this, medical schools are integrating gendered perspectives into their curricula. CONTEXT: Acknowledging the need to teach gender and sexuality, Western Sydney University School of Medicine introduced a lecture on 'Gendered Perspectives on Health' in 2015. However, the delivery of the content took more time than anticipated, as some students lacked a basic understanding of gender and sexuality...
April 25, 2018: Clinical Teacher
Jessica Pearce, Melody Redman, Sareena Gajebasia, Ruth Dirksen
BACKGROUND: Ward rounds are fundamental to the care of medical inpatients, and newly graduated doctors may be expected to conduct them alone. There are no studies exploring the frequency with which this occurs, however, or how prepared they feel for this task. METHODS: Newly graduated (Foundation Year-1, FY1) doctors in Northern Lincolnshire and Goole (NLaG) National Health Service Foundation Trust were surveyed at the end of their FY1 year. An online survey asked: how often they conducted medical ward rounds alone; how prepared they felt to do so; and how often they considered 13 important aspects of care...
April 17, 2018: Clinical Teacher
Paula T Ross, Monica L Lypson
BACKGROUND: Veterans have unique experiences that warrant special consideration in health care. Unfortunately, training in veteran-centred care has not been a clear focus of medical education, and only a very small proportion of medical schools include military cultural competency in their curricula. METHODS: We conducted an 80-minute focus group with six US veterans. Open-ended questions were used to elicit their perceptions of the health care that they receive, and how it can be improved...
March 30, 2018: Clinical Teacher
Lisa E Herrmann, Lenore Jarvis, Priti Bhansali, Pavan Zaveri
BACKGROUND: Emergency Medicine (EM) and Hospital Medicine (HM) providers frequently interact when transitioning patients from the emergency department (ED) to the inpatient unit; however, there is infrequent collaboration between these subspecialties, and effective communication in EM-HM provider handover is an area for improvement. Shared mental models can enhance communication and safety. The purpose of this article is to describe the implementation of an interdisciplinary conference to allow providers to create shared mental models, and to assess the impact on attitudes and behaviours towards communication and collaboration outside the competing attentions of patient care environments...
March 30, 2018: Clinical Teacher
William Y Huang, Larissa Grigoryan, Anjali Aggarwal
BACKGROUND: Little is known on ambulatory clerkship students' use of an electronic medical record (EMR). We investigated students' use of recommended EMR tasks across different types of sites and studied the predictors of these recommended tasks. METHODS: Students documented how often they performed recommended EMR tasks and suggested improvements to enhance EMR use. We compared student performance of recommended tasks across different types of sites using χ2 tests and the Fisher's exact test...
March 25, 2018: Clinical Teacher
Bryony Sales, Mike Masding, Samantha Scallan
BACKGROUND: General practice (GP) is currently not viewed positively as a career choice, compared with other specialties, with GP training programmes struggling to fill posts. Opportunities to change this mindset in the early years of training are limited. Trainees may find themselves applying for entry into GP specialty training just 3-4 months after completing Foundation Year 1 (FY1), yet there are few GP attachments during FY1 that can provide experience of primary care and positively inform career choice...
March 24, 2018: Clinical Teacher
Stanley R Vance, Brian Lasofsky, Elizabeth Ozer, Sara M Buckelew
BACKGROUND: We aimed to evaluate the effect of online modules - as stand-alone training - on paediatric transgender-related self-perceived knowledge, objective knowledge, and clinical self-efficacy of learners. We previously evaluated the online modules as part of a larger curriculum that included observation in a paediatric transgender clinic, and assessed change in self-perceived knowledge. METHODS: Paediatric interns, psychiatry interns, fourth-year medical students and nurse practitioner students were administered assessments before and after the completion of six online modules focused on medical and psychosocial considerations for transgender youth...
March 24, 2018: Clinical Teacher
Jakob I McSparron, Anita Vanka, C Christopher Smith
No abstract text is available yet for this article.
March 23, 2018: Clinical Teacher
Samuel Hall, Charlotte H Harrison, Jonny Stephens, Matheus Gesteria Andrade, Eleanor G Seaby, William Parton, Simon McElligott, Matthew A Myers, Ahmed Elmansouri, Michael Ahn, Rachel Parrott, Claire F Smith, Scott Border
BACKGROUND: Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored. METHOD: A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School (BSMS)...
March 23, 2018: Clinical Teacher
Robert Miller
No abstract text is available yet for this article.
March 13, 2018: Clinical Teacher
Susan C Lee, Megan E Atkinson, Charles G Minard, Alice O'Brien
BACKGROUND: Handovers in patient care are increasingly common occurrences in medicine and are highly susceptible to communication failures. Intraoperative anaesthesiology handovers are especially challenging because of concurrent management of the patient. Our goal was to develop and use an electronic handover checklist as an educational tool to teach anaesthesiology trainees a standardised method of handing over a case intraoperatively. We hypothesised that the use of the checklist would systematically enhance the transfer of accurate and complete information...
March 6, 2018: Clinical Teacher
Jill M Bowman Peterson, Briar Duffy, Alisa Duran, Sophia P Gladding
BACKGROUND: Current health care costs are unsustainable, with a large percentage of waste attributed to doctor practices. Medical educators are developing curricula to address value-based care (VBC) in education. There is, however, a paucity of curricula and assessments addressing levels higher than 'knows' at the base of Miller's pyramid of assessment. Our objective was to: (1) teach residents the principles of VBC using active learning strategies; and (2) develop and pilot a tool to assess residents' ability to apply principles of VBC at the higher level of 'knows how' on Miller's pyramid...
March 6, 2018: Clinical Teacher
Kathryn Davison, Kathryn Bullen, Jonathan Ling
BACKGROUND: The quality and variability of pre-registration pharmacist training has been questioned in recent years, with many trainees reporting dissatisfaction with their training experiences. A pilot training event aimed at pre-registration tutors from all sectors of practice was developed by Health Education England North East (HEENE) in 2016 to address some of these issues, with the overall aim of developing and preparing new tutors for the role of the tutor. CONTEXT: Quantitative data were collected via questionnaires given to the participants before and after training...
February 27, 2018: Clinical Teacher
Shobhana Nagraj, Juliet Harrison, Lawrence Hill, Lesley Bowker, Susanne Lindqvist
BACKGROUND: Collaborative practice between paramedics and medical staff is essential for ensuring the safe handover of patients. Handover of care is a critical time in the patient journey, when effective communication and collaborative practice are central to promoting patient safety and to avoiding medical error. To encourage effective collaboration between paramedic and medical students, an innovative, practice-based simulation exercise, known as interprofessional clinical skills (ICS) was developed at the University of East Anglia, UK...
February 23, 2018: Clinical Teacher
Karen Mattick, Jenny Johnston, Anne de la Croix
This paper, on writing research questions, is the first in a series that aims to support novice researchers within clinical education, particularly those undertaking their first qualitative study. Put simply, a research question is a question that a research project sets out to answer. Most research questions will lead to a project that aims to generate new insights, but the target audience and the methodology will vary widely. The term 'evaluation question' is used less commonly, but the same principles apply...
April 2018: Clinical Teacher
Jake Cowen, Emily Morrison, Farabi Khan
No abstract text is available yet for this article.
April 2018: Clinical Teacher
Richard L Conn
No abstract text is available yet for this article.
April 2018: Clinical Teacher
Esther Helmich, Karen Mattick
No abstract text is available yet for this article.
April 2018: Clinical Teacher
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