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Clinical Teacher

Daniel N Ricotta, Grace C Huang, Andrew J Hale, Jason A Freed, C Christopher Smith
No abstract text is available yet for this article.
February 12, 2018: Clinical Teacher
Aishwarya Beena, Barath Jagadisan
BACKGROUND: Digital rectal examination (DRE) is an important component of physical examination and an essential skill for medical graduates. DRE is often underutilised in clinical practice. The lack of confidence and expertise and also underutilization of DRE have been associated with inadequate training of medical students during their undergraduate studies. The training of Indian undergraduates in DRE has not been studied. METHODS: A questionnaire on undergraduate training in DRE was administered to students from various medical colleges joining specialty postgraduate courses in Jawaharlal Institute of Postgraduate Medical Education and Research...
February 12, 2018: Clinical Teacher
Lauren Biehle, Meghan Jeffres
No abstract text is available yet for this article.
February 12, 2018: Clinical Teacher
Rosemary Saunders, Helen Dugmore, Karla Seaman, Rachel Singer, Fiona Lake
BACKGROUND: Interprofessional practice amongst health care professionals can facilitate effective collaboration and can improve health outcomes for patients. Interprofessional clinical placements have mainly been established within inpatient settings; however, ambulatory care settings can also provide interprofessional education. This study evaluates an interprofessional placement in ambulatory care for medical and nursing students. METHODS: Medical and nursing students undertook a 2-week interprofessional placement in respiratory, diabetes and chronic pain clinics, as well as within the patient's home...
February 12, 2018: Clinical Teacher
Christie van Diggele, Annette Burgess, Craig Mellis
No abstract text is available yet for this article.
February 12, 2018: Clinical Teacher
Adrian Schoo, Koshila Kumar
BACKGROUND: Complexity science perspectives have helped in examining fundamental assumptions about learning and teaching in the health professions. The implications of complexity thinking for how we understand the role and development of the clinical educator is less well articulated. This review article outlines: the key principles of complexity science; a conceptual model that situates the clinical educator in a complex system; and the implications for the individual, organisation and the system...
February 8, 2018: Clinical Teacher
Amelia Kehoe, Jane Metcalf, Madeline Carter, John C McLachlan, Simon Forrest, Jan Illing
No abstract text is available yet for this article.
January 31, 2018: Clinical Teacher
Faye Gishen, Siobhan Lynch, Deborah Gill, Saleh Jawad, David Peters
No abstract text is available yet for this article.
January 30, 2018: Clinical Teacher
Patrina Caldwell, Karen Scott, Marianne Kerr, Deborah O'Mara
BACKGROUND: Paediatric incontinence has traditionally been managed through a discipline-specific approach by doctors, nurses, physiotherapists and psychologists. We evaluated a workshop aiming to increase health professionals' knowledge, confidence and willingness to involve other health professionals when managing paediatric incontinence. METHODS: Our 1-day workshop focused on paediatric bedwetting, daytime incontinence, faecal incontinence and neurogenic bladder...
January 25, 2018: Clinical Teacher
Angela Sheard, Denis O'Leary
No abstract text is available yet for this article.
January 25, 2018: Clinical Teacher
Aileen O'Brien, Lucinda Etheridge, Judith Ibison, Anne-Marie Reid
No abstract text is available yet for this article.
January 16, 2018: Clinical Teacher
Oluwaseun Anyiam, Victoria Ware, Maria McKenna, John Hanley
BACKGROUND: Near-peer teaching - trainees teaching more junior trainee colleagues - has been widely described in undergraduate medical education. Several benefits have been reported, including a more comfortable learning environment for learners and the development of tutors' teaching skills. Near-peer teaching programmes in postgraduate training are less commonly described in the existing literature, however. This article outlines a pilot study of a postgraduate near-peer teaching programme implemented at the Royal Victoria Infirmary, Newcastle, UK...
January 10, 2018: Clinical Teacher
Thomas Bartlett, Edward Hewertson, Michael Vassallo
BACKGROUND: A mandatory programme of quality improvement (QI) education was developed for newly qualified Foundation Year 1 (FY1) doctors to complete their curriculum requirements. Their perceptions were evaluated to refine the programme. METHODS: The programme delivered theoretical and experiential learning. Participants were asked to form groups and to come up with their own projects addressing the areas of need that they had identified. The 9-month group project included formal teaching and a formal presentation to the hospital...
January 10, 2018: Clinical Teacher
Annette Burgess, Christie van Diggele, Craig Mellis
BACKGROUND: The importance of mentorship within health care training is well recognised. It offers a means to further enhance workforce performance and engagement, promote learning opportunities and encourage multidisciplinary collaboration. There are both career and life benefits associated with mentorship, and it is increasingly recognised as a bidirectional process that benefits both mentors and mentees. Recently, mentoring has been considered an essential step in professional and personal development, particularly in the field of health care...
January 10, 2018: Clinical Teacher
Somnath Mookherjee, Jennie Strujik, Matthew Cunningham, Elizabeth Kaplan, Bas Ak Çoruh
BACKGROUND: Video review of OSCE (objective structured clinical examination) performance allows students to analyse their performance, identify actions and behaviours for correction or reinforcement, and develop a plan for improvement of clinical skills. Student perceptions of the utility of independent and mentored video review are unknown. METHODS: We created a pilot programme of post-OSCE structured video review. Students were randomised to mentored (M) or independent (I) review...
January 5, 2018: Clinical Teacher
Peter Harrison
No abstract text is available yet for this article.
December 27, 2017: Clinical Teacher
John Wenham, Paul Bennett, Wendy Gleeson
BACKGROUND: Far West New South Wales Local Emergency Management Committee runs an annual crash simulation exercise to assess the operational readiness of all local emergency services to coordinate and manage a multi-casualty exercise. CONTEXT: Since 2009, the Broken Hill University Department of Rural Health (BHUDRH) has collaborated with the committee, enabling the inclusion of health students in this exercise. It is an immersive interprofessional learning experience that evaluates teamwork, communication and safe effective clinical trauma management outside the hospital setting...
December 26, 2017: Clinical Teacher
Karin Belch, Susan Law
BACKGROUND: Student feedback is often sought by educators in order to inform future developments in teaching or curriculum development. A lack of engagement with current feedback tools is thought, partly, to result from students perceiving no gain from the activity. The emotional adjective feedback tool (EAFT) is designed around the concept of emotional intelligence, where students feed back to tutors, after clinical teaching, by selecting and elaborating on emotional adjectives that describe their learning experiences...
December 26, 2017: Clinical Teacher
Sophie Price, Rosie Lusznat, Richard Mann, Rachel Locke
BACKGROUND: Asperger syndrome (AS) is part of a spectrum of disorders encompassing difficulties with social interaction that may result in specific educational needs for doctors in training. There is currently limited research on the impact of AS on working as a doctor. METHODS: This is a qualitative study using semi-structured interviews to explore the perceptions of trainees diagnosed with AS following input from a professional support service, and the perspectives of the staff involved in their professional development...
December 21, 2017: Clinical Teacher
Zoe Rutter-Locher, Richard Menzies-Wilson
No abstract text is available yet for this article.
December 21, 2017: Clinical Teacher
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