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https://www.readbyqxmd.com/read/28336240/what-s-the-evidence-self-assessment-implications-for-life-long-learning-in-emergency-medicine
#1
Margaret Wolff, Sally A Santen, Laura R Hopson, Robin R Hemphill, Susan E Farrell
BACKGROUND: The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition when molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions...
March 20, 2017: Journal of Emergency Medicine
https://www.readbyqxmd.com/read/28315858/how-does-culture-affect-experiential-training-feedback-in-exported-canadian-health-professional-curricula
#2
Kerry Wilbur, Rasha Mousa Bacha, Somaia Abdelaziz
Objectives: To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. Methods: This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors...
March 17, 2017: International Journal of Medical Education
https://www.readbyqxmd.com/read/28315114/what-should-we-teach-the-teachers-identifying-the-learning-priorities-of-clinical-supervisors
#3
Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel, Elizabeth Molloy
Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections...
March 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28306577/peer-assisted-analysis-of-resident-feedback-improves-clinical-teaching-a-case-report
#4
Christine L Mai, Keith Baker
Anesthesiologists play an important role in educating future clinicians. Yet few residency programs incorporate teaching skills into faculty development. Consequently, many anesthesiologists have limited training to supervise and educate residents. In turn, these attendings may receive negative feedback and poor evaluations from residents without a means to effectively improve. Peer-assisted teaching between faculty members may serve as a strategy to improve teaching skills. We report a case of peer-assisted analysis of resident feedback to identify specific areas of concern that were targeted for improvement...
March 16, 2017: A & A Case Reports
https://www.readbyqxmd.com/read/28302151/analysis-of-psychometric-properties-of-the-modified-setq-tool-in-undergraduate-medical-education
#5
Ahmed Al Ansari, Kathryn Strachan, Sumaya Hashim, Sameer Otoom
BACKGROUND: Effective clinical teaching is crucially important for the future of patient care. Robust clinical training therefore is essential to produce physicians capable of delivering high quality health care. Tools used to evaluate medical faculty teaching qualities should be reliable and valid. This study investigates the psychometric properties of modification of the System for Evaluation of Teaching Qualities (SETQ) instrument in the clinical years of undergraduate medical education...
March 16, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28286724/a-questionnaire-based-survey-of-physical-medicine-and-rehabilitation-residency-training-in-pakistan
#6
Farooq A Rathore, Aamir W Butt, Nabila Soomro, Noreen Akhtar
Pakistan is one of the three countries in South East Asia that has an active postgraduate physical medicine and rehabilitation (PM&R) training program. College of Physicians and Surgeons Pakistan (CPSP) offers a four-year structured training program in PM&R. It consists of clinical teaching, lectures, rotations in other specialties, and writing a research dissertation. The aim of this survey was to provide an objective analysis of the current PM&R training program, including the facilities available for training, the participation of residents in academic activities, and their participation in different PM&R procedures...
January 31, 2017: Curēus
https://www.readbyqxmd.com/read/28244654/clinical-nursing-instructors-perceived-challenges-in-clinical-teaching
#7
Cheng-I Yang, Shu-Yuan Chao
AIM: The purpose of this qualitative study was to explore the challenges in clinical teaching that are encountered by clinical instructors and to foster the relevant training. METHODS: Focus group methodology was used. The participants were 54 clinical nursing instructors who were recruited from middle Taiwan and participated in one of five focus groups of 2-3 h each. The data transcripts were analyzed by using qualitative content analysis. RESULTS: Five challenges emerged: (i) teaching outside one's area of expertise; (ii) building cooperative relationships with the clinical staff; (iii) the unit's use of students as nursing staff; (iv) inappropriate clinical practices by the clinical staff; and (v) clinical staff members' negative comments toward the students...
February 28, 2017: Japan Journal of Nursing Science: JJNS
https://www.readbyqxmd.com/read/28230578/essential-and-nonessential-blood-testing-in-the-clinical-teaching-unit
#8
Cody Sherren, Andrew Day, Roy Ilan
OBJECTIVES: The aim of the study was to evaluate the essential and nonessential blood tests ordered on the internal medicine clinical teaching units (CTUs) at Kingston General Hospital. Our aim was to establish a baseline performance measure identifying appropriate use of laboratory tests that could be used to inform improvement over time. METHODS: For an 8-week period, 14 CTU attending physicians at Kingston General Hospital were surveyed. They were asked for each of their patients, "What blood tests do you consider to be essential for tomorrow morning to maintain appropriate care for this patient?" The following day, blood tests that were ordered were compared with the "essential" list previously given by the attending physicians...
February 22, 2017: Journal of Patient Safety
https://www.readbyqxmd.com/read/28225194/observing-bedside-rounds-for-faculty-development
#9
Somnath Mookherjee, Daniel Cabrera, Christy M McKinney, Elizabeth Kaplan, Lynne Robins
BACKGROUND: Bedside rounds are an ideal opportunity for clinical teaching. We previously offered faculty development on balancing learner autonomy, patient care and teaching. We noticed that participants often asked whether attending physicians and learners shared the same perceptions of the key elements (patient-centredness, efficiency and educational value) of bedside rounds. Understanding these perceptions and identifying areas of discordance would inform faculty development for optimal bedside rounds...
February 22, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28223855/perception-of-educational-value-in-clinical-rotations-by-medical-students
#10
David A Kandiah
AIM: Clinical teaching in Australian medical schools has changed to meet the needs of substantially increased medical student cohorts. As such, formal feedback from these student cohorts is needed about the value they place on the educational input from each clinical rotation. This study aims to determine which aspects of clinical placements are most educationally useful to medical students. METHODS: In this study, final year medical students from the University of Western Australia (UWA) were surveyed via an anonymous online questionnaire, identifying which clinical placements were found to be the most and the least useful to their learning and the positive aspects of these placements...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/28186481/-nursing-care-perspectives-and-foresights
#11
Didier Lecordier, Ljiljana Jovic
As a continuation of its work and of the seminar on nursing sciences education in 2014, the “Association de recherche en soins infirmiers” (Arsi) organized a seminar on the 3rd and-4th of June 2016 in Nantes entitled : “nursing : perspectives and foresights”. More than fifty participants from the francophone area representing various sectors of practice : clinical, teaching, management and students gathered to debate and produce benchmarks to support the development of nursing sciences in France and to draw future directions for clinical practice and training...
2016: Recherche en Soins Infirmiers
https://www.readbyqxmd.com/read/28184087/learning-to-look-from-different-perspectives-what-can-dental-undergraduates-learn-from-an-arts-and-humanities-based-teaching-approach
#12
F Smyth Zahra, K Dunton
By its nature, clinical teaching involves supporting small groups of dental students at the chairside as they treat their own patients. Scaffolding their learning in this way enables observation at close quarters of the various stages of development from early novice, just commencing clinical treatment of patients, to those approaching qualification. The students' main concerns throughout are not primarily with the technical skills required, which they have already been taught in the clinical skills laboratories, but dealing with the complex realities and ambiguities of clinical practice; the 'hidden curriculum' of decision making, judgement calls, issues of communication and what it actually means to be professional...
February 10, 2017: British Dental Journal
https://www.readbyqxmd.com/read/28178914/a-survey-of-senior-medical-students-attitudes-and-awareness-toward-teaching-and-participation-in-a-formal-clinical-teaching-elective-a-canadian-perspective
#13
J D Matthew Hughes, Elise Azzi, Gregory Walter Rose, Christopher J Ramnanan, Karima Khamisa
BACKGROUND: To prepare for careers in medicine, medical trainees must develop clinical teaching skills. It is unclear if Canadian medical students need or want to develop such skills. We sought to assess Canadian students' perceptions of clinical teaching, and their desire to pursue clinical teaching skills development via a clinical teaching elective (CTE) in their final year of medical school. METHODS: We designed a descriptive cross-sectional study of Canadian senior medical students, using an online survey to gauge teaching experience, career goals, perceived areas of confidence, and interest in a CTE...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28178911/bringing-mini-chalk-talks-to-the-bedside-to-enhance-clinical-teaching
#14
Michael B Pitt, Jay D Orlander
Chalk talks - where the teacher is equipped solely with a writing utensil and a writing surface - have been used for centuries, yet little has been written about strategies for their use in medical education. Structured education proximal to patient encounters (during rounds, at the bedside, or in between patients in clinic) maximizes the opportunities for clinical learning. This paper presents a strategy to bring mini-chalk talks (MCTs) to the bedside as a practical way to provide relevant clinical teaching by visually framing teachable moments...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28161348/mindfulness-based-laboratory-reduction-reducing-utilization-through-trainee-led-daily-time-outs
#15
Emily G McDonald, Ramy R Saleh, Todd C Lee
BACKGROUND: Overuse of laboratory investigations is widely prevalent in hospitalized patients, leads to discomfort, and increases direct and indirect costs. OBJECTIVE: We implemented a simple, inexpensive, mindfulness strategy on our inpatient medical clinical teaching unit to reduce unnecessary laboratory orders through education, a forcing function, and daily structured laboratory "time outs." METHODS: On a 26-bed unit in an academic hospital center, the per-period laboratory costs per patient were compared pre- and postintervention using segmented regression analysis of an interrupted time series...
February 2, 2017: American Journal of Medicine
https://www.readbyqxmd.com/read/28150257/-narrative-pedagogy-in-nursing-education-the-essence-of-clinical-nursing-process-recording
#16
Yu-Mei Y Chao, Hsien-Hsien Chiang
BACKGROUND: Clinical nursing process recording (CNPR) has been shown to be an effective tool for facilitating student-centered teaching and learning in nursing education. Yet, the essence and process of this tool have yet to be sufficiently explored and clarified. PURPOSE: To explore the essence of CNPR in the contexts of clinical teaching and learning. METHODS: Reflective analysis was used as the phenomenological approach to analyze the qualitative data, which were transcribed from the oral responses of the six participants who were attending the Clinical Nursing Education Forum...
February 2017: Hu Li za Zhi the Journal of Nursing
https://www.readbyqxmd.com/read/28140707/preparing-for-practice-nursing-intern-and-faculty-perceptions-on-clinical-experiences
#17
Hanan AlThiga, Sharifah Mohidin, Yoon Soo Park, Ara Tekian
PURPOSE: Clinical experience and exposure to real patients are required elements of nursing education. Trainees in nursing are expected to be prepared adequately for the hard-working environment, increasing patient complexity, and higher-level competencies. This study investigates differences between nursing interns and clinical faculty on actual and perceived importance of educational preparation and development of clinical competencies, focusing on the nursing curriculum and transition to practice...
January 31, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28130976/clinical-teaching-and-learning-within-a-preceptorship-model-in-an-acute-care-hospital-in-ireland-a-qualitative-study
#18
Edel McSharry, Judith Lathlean
BACKGROUND: A preceptorship model of clinical teaching was introduced to support the new all-graduate nurse education programme in Ireland in 2002. Little is known about how this model impacts upon the pedagogical practices of the preceptor or student learning in clinical practice leading to question what constitutes effective teaching and learning in clinical practice at undergraduate level. AIM: This study aimed to explore the clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland and identify when best practice, based on current theoretical professional and educational principles occurred...
January 17, 2017: Nurse Education Today
https://www.readbyqxmd.com/read/28122550/developing-medical-education-capacity-in-russia-twenty-years-of-experience
#19
Bulat A Ziganshin, Mitra Sadigh, Liliya M Yausheva, Anna P Ziganshina, Arseniy A Pichugin, Alexey S Sozinov, Nail Kh Amirov, Asghar Rastegar, Ayrat U Ziganshin, Majid Sadigh
BACKGROUND: The partnership between Yale University (USA) and Kazan State Medical University (KSMU, Russia) was established in 1996 and transitioned to Western Connecticut Health Network (WCHN)/University of Vermont Robert Larner, M.D. College of Medicine (USA) in 2012 with the goal of modernizing medical education at KSMU primarily through introduction of the American medical education structure, role modeling, and educational capacity building. It was centered on the formation of a select group of Russian junior faculty members familiar with American medical education who would then initiate a gradual change in medical education at KSMU...
January 25, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28112096/supernumerary-registrar-experience-at-the-university-of-cape-town-south-africa
#20
S Peer, S A Burrows, N Mankahla, J J Fagan
BACKGROUND: Despite supernumerary registrars (SNRs) being hosted in South African (SA) training programmes, there are no reports of their experience. OBJECTIVES: To evaluate the experience of SNRs at the University of Cape Town, SA, and the experience of SNRs from the perspective of SA registrars (SARs). METHODS: SNRs and SARs completed an online survey in 2012. RESULTS: Seventy-three registrars responded; 42 were SARs and 31 were SNRs...
December 21, 2016: South African Medical Journal, Suid-Afrikaanse Tydskrif Vir Geneeskunde
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