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Clinical Teacher

Nicole Shaw, Danielle Hitch, Nikki Lyons, Khalid Alharthi, Briony Grant, Ben Laupert
BACKGROUND: Many occupational therapy students experience anxiety and distraction when entering a new setting at the beginning of a clinical placement. Orientation processes may provide students with the information they need to feel more comfortable in an unfamiliar clinical setting. The aim of this project was to evaluate a revised wayfinding video for first- and second-year occupational therapy students, with a particular focus on reducing anxiety. METHODS: A revised version of a wayfinding video (with a duration of 3 minutes and 40 seconds) was created by final-year occupational therapy students and then evaluated using a paper-based descriptive survey...
July 13, 2018: Clinical Teacher
Lucy-Anne Webb, Susanne M Lindqvist, Lesley Bowker, Sam Leinster
No abstract text is available yet for this article.
July 1, 2018: Clinical Teacher
Lauren A Heidemann, James T Fitzgerald, Sarah Hartley
OBJECTIVES: To examine the current state of cross-cover education in undergraduate medical education and intern perceived readiness to provide cross-cover. METHODS: An electronic survey was distributed to 126 incoming interns in surgery, internal medicine, family medicine and paediatrics residencies at a single academic centre. Information regarding prior cross-cover training, experience, confidence, and responses to a sample cross-cover case were obtained. RESULTS: The survey response rate was 69...
June 26, 2018: Clinical Teacher
Jonathan Guckian, John Spencer
No abstract text is available yet for this article.
June 25, 2018: Clinical Teacher
Izabella Smolicz, Jonathan Mayhew, Faye Gishen
No abstract text is available yet for this article.
June 19, 2018: Clinical Teacher
Megan E Rich, Kelly Lamiman
No abstract text is available yet for this article.
June 19, 2018: Clinical Teacher
Linghong Linda Zhou, Gordon Tait, Sharron Sandhu, Amanda Steiman, Shirley Lake
BACKGROUND: As health care costs rise, medical education must focus on high-value clinical decision making. To teach and assess efficient resource use in rheumatology, online virtual interactive cases (VICs) were developed to simulate real patient encounters to increase price transparency and reinforce cost consciousness. To teach and assess efficient resource use in rheumatology, online virtual interactive cases (VICs) were developed METHODS: The VIC modules were distributed to a sample of medical students and internal medicine residents, who were required to assess patients, order appropriate investigations, develop differential diagnoses and formulate management plans...
June 11, 2018: Clinical Teacher
Wei Jia, Basil Al-Omari
No abstract text is available yet for this article.
June 11, 2018: Clinical Teacher
Alexander Light, Tanya Gupta, Abigail Burrows, Madura Nandakumar, Allen Daniel, Sandeep Karthikeyan
No abstract text is available yet for this article.
June 6, 2018: Clinical Teacher
Rupert Parker, Laurence Hodierne, Elizabeth S Anderson, Robert Sm Davies, Marianne Elloy
BACKGROUND: Teamworking is an essential skill for a doctor to develop in order to work effectively, and is required in the UK as part of the General Medical Council (GMC) Good Medical Practice guidance. Assessment of teamwork may be difficult, however, with medical school assessments being more commonly focused on knowledge and individual skills. We aim to explore the link between academic ability as measured at final medical examinations and teamworking. METHODS: All final-year medical students were asked to attend a simulation session in an immersive 22-bed simulated ward, which used a combination of patient simulators and high-fidelity manikin simulators, with nursing and telephone support...
May 28, 2018: Clinical Teacher
Valerie Gribben, Alyssa Bogetz, Laura Bachrach, Rebecca Blankenburg
BACKGROUND: A supportive working environment can be protective against burnout in residency training. To help foster a positive culture, we developed the 'Golden Ticket Project' (GTP) and evaluated it as a tool for peer appreciation. METHODS: In October 2013-July 2014, all paediatric residents (n = 83) at a paediatric residency programme were invited to participate in the GTP. Through an electronic form, residents could award a co-resident with a 'Golden Ticket' for any behaviour that they were grateful for...
May 28, 2018: Clinical Teacher
Martina Kelly, Lara Nixon, Kirsten Broadfoot, Marianna Hofmeister, Tim Dornan
BACKGROUND: Non-verbal communication skills (NVCS) help physicians to deliver relationship-centred care, and the effective use of NVCS is associated with improved patient satisfaction, better use of health services and high-quality clinical care. In contrast to verbal communication skills, NVCS training is under developed in communication curricula for the health care professions. One of the challenges teaching NVCS is their tacit nature. In this study, we evaluated drama exercises to raise awareness of NVCS by making familiar activities 'strange'...
May 23, 2018: Clinical Teacher
Annette Burgess, Christie van Diggele, Craig Mellis
BACKGROUND: The need for faculty development programmes designed to help junior health professionals fulfill their multiple roles, across various institutions, is widely acknowledged. Such programmes are usually logistically difficult for hospital clinicians to access, however, and are discipline based. In 2017, we collaborated with four health care faculties to develop a blended learning, interprofessional faculty development programme that was up to date, relevant, and accessible to clinicians working in the hospital and university settings...
May 23, 2018: Clinical Teacher
Shaun P Qureshi, Katharine Rankin, Neill Storrar, Michael Freeman
BACKGROUND: The application of prior learning within medical curricula to real patient care is challenging. Clinical assistantships support UK medical students making the transition to postgraduate practice as doctors. This paper describes a method of teaching clinical referrals: the process of clinicians contacting colleagues for advice or services. The skills required are key to medical practice, and students should be supported to develop them in order to optimally benefit from their assistantships and prepare for practice...
May 23, 2018: Clinical Teacher
Bronwyn Maddock, Arunaz Kumar, Fiona Kent
BACKGROUND: A faculty-wide approach to curriculum design is required to ensure students within all health professional courses are provided with relevant interprofessional education opportunities across their course of study. Within the Faculty of Medicine, Nursing and Health Sciences at Monash University, Australia, a Collaborative Care Curriculum Framework was developed to detail the learning outcomes for collaborative care for pre-registration students. METHODS: A six-stage process was undertaken...
May 23, 2018: Clinical Teacher
Samantha Ellis, Joel Purkiss, Emily Abdoler, Amanda Opaskar, Rajesh S Mangrulkar, Joseph C Kolars, Sally A Santen
BACKGROUND: As medical schools strive to improve the learning environment, it is important to understand medical students' perceptions of mistreatment. The purpose of this study was to explore student interpretations of previously reported mistreatment incidents to better understand how they conceptualise the interactions. METHODS: Medical students were presented with case scenarios of previously reported instances of mistreatment and asked to indicate their agreement as to whether the scenarios demonstrated mistreatment, using a five-point Likert scale (1, strongly disagree; 5, strongly agree)...
May 22, 2018: Clinical Teacher
Parisa Rezaiefar, Kelly Forse, Joseph K Burns, Sharon Johnston, Elizabeth Muggah, Claire Kendall, Douglas Archibald
BACKGROUND: The assessment of clinical competence is critical in medical education. Understanding the effect of general experience on a physician's self-assessment would help design more effective curricula and evaluations of procedural skills in postgraduate training and continuing professional development (CPD). In this observational study, we assessed the effect of general experience on the correlation between confidence and competence amongst experienced clinicians (ECs) and postgraduate trainees (PGTs) when learning an office-based procedure in pessary care...
May 22, 2018: 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
Tanya Gupta, Alexander Light, Madura Nandakumar, Maria Dadabhoy, Abigail Burrows, Allen Daniel
No abstract text is available yet for this article.
August 2018: Clinical Teacher
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