Relevant bibliographies by topics / Clinical education

Academic literature on the topic 'Clinical education'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Clinical education"

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Rothstein, Jules M. "“Clinical Education” Versus Clinical Education." Physical Therapy 82, no. 2 (February 1, 2002): 126–27. http://dx.doi.org/10.1093/ptj/82.2.126.

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DeRuiter, Mark, and Sarah M. Ginsberg. "Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model." Seminars in Speech and Language 41, no. 04 (July 22, 2020): 279–88. http://dx.doi.org/10.1055/s-0040-1713779.

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AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.
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Dauphinee, W. D. "Clinical education." Academic Medicine 65, no. 9 (September 1990): S68–73. http://dx.doi.org/10.1097/00001888-199009000-00046.

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Johnson, Karen, Joanna Cain, Judith B. Collins, and Ronald A. Chez. "Clinical education." Women's Health Issues 3, no. 2 (June 1993): 71–78. http://dx.doi.org/10.1016/s1049-3867(05)80189-6.

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Bennett, Rosalie. "Clinical Education." Physiotherapy 89, no. 7 (July 2003): 432–40. http://dx.doi.org/10.1016/s0031-9406(05)60077-6.

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Baldry Currens, Julie A., and Christine P. Bithell. "Clinical Education." Physiotherapy 86, no. 12 (December 2000): 645–53. http://dx.doi.org/10.1016/s0031-9406(05)61302-8.

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Curtis, Neil. "Clinical Education." Athletic Therapy Today 7, no. 5 (September 2002): 40–41. http://dx.doi.org/10.1123/att.7.5.40.

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Presado, Helena. "Clinical practice of Headache: The Patient’s Education." Psychology and Mental Health Care 2, no. 2 (August 20, 2018): 01–03. http://dx.doi.org/10.31579/2637-8892/025.

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Nicolson, Donald. "‘Education, education, education’: Legal, moral and clinical." Law Teacher 42, no. 2 (January 2008): 145–72. http://dx.doi.org/10.1080/03069400.2008.9959773.

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Ironside, Pamela M., and Angela M. McNelis. "Transforming Clinical Education." Journal of Nursing Education 50, no. 3 (March 1, 2011): 123–24. http://dx.doi.org/10.3928/01484834-20110216-01.

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Dissertations / Theses on the topic "Clinical education"

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Whiting, Michael Francis. "Learning in clinical contexts : clinical education in podiatry." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262305.

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Walker, Rachel M. "Leading for Effective Clinical Education." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367404.

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Supportive clinical learning environments are dependent on effective interactions between staff and students (Henderson, Creedy, Boorman, Cooke & Walker., 2010a). Implicit in this description is the role of effective leaders who role-model change and promote positive work cultures. International reviews and research examining contemporary and historical influences on the nursing profession acknowledge the underdevelopment of leadership infrastructure within clinical learning settings. There are increasing calls for an agenda of change within the profession, yet little practical advice about ‘how’ to do this (Cummings et al., 2010; Davidson, Elliott & Daly, 2006; Heath, 2002; Senate Community Affairs Committee, 2002). The purpose of this study was to develop, apply and evaluate a leadership capacity building intervention on the clinical culture. This program of research commenced with a review of the literature via narrative synthesis around nursing and leadership, clinical learning and learning culture, and identified two broad themes: influence of leadership on organisational learning and development and; influence of leadership in undergraduate clinical education. Within these themes emerged factors/elements integral to effective leadership in contemporary clinical contexts including transformational principals, the role of the nurse unit/ward manager, collaboration and relationship building and role-modelling.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing and Midwifery
Griffith Health
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Desrosiers, Sarah. "Facilitating critical thinking and clinical judgment in clinical nursing education." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63873.

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Nurses who can critically think and make clinical judgments in the clinical setting are crucial to safe and effective nursing care. This type of critical thinking and clinical judgment is best developed during clinical education, which provides students with the opportunity to bridge the theory to practice gap. Clinical instructors guide students’ development of critical thinking and clinical judgment in the clinical setting. Despite clinical instructors having such a significant impact on critical thinking and clinical judgment there is limited research on how they facilitate students’ development of critical thinking and clinical judgment. This qualitative analysis explored how clinical instructors facilitate the development of critical thinking and clinical judgment of nursing students. This study used interpretive description to analyze interviews with eight clinical instructors to develop themes and subthemes within the data. These themes were discussed in relation to definitions of critical thinking and clinical judgment, indicators for evaluation, clinical teaching strategies, and contextual facilitators and barriers. Clinical instructors who took part in this study defined the concept of critical thinking as : The process that leads to clinical judgment, the decision. Evaluation was based on broad indicators of patient safety, effective communication, students’ confidence in their ability to critically think and make clinical decisions, and taking ownership of their patient care. Clinical instructors identified a variety of clinical teaching methods that they adapted and individualized to specific student needs. Clinical instructors also use multiple strategies to meet student needs, which they then adapt for each cohort. Contextual factors also impact students’ development of critical thinking and clinical judgment such as buddy nurses, the school of nursing curriculum, clinical ]instructors, and the nursing student themselves. This study identified suggestions for curriculum development, clinical instructor development, and potential areas for future research in relation to clinical education. Clinical instructors are key components of nursing education and the development of critical thinking and clinical judgment in nursing students; as such, it is important to understand their perspectives on how they develop these student abilities.
Applied Science, Faculty of
Nursing, School of
Graduate
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Cefo, Linda M. Dr. "Qualitative Study Exploring the Development of Clinical Reasoning in Nursing's Clinical Education Settings." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556456523899578.

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LeGrande, Stefanie Lynn. "Evaluation of Clinical Reasoning of Nursing Students in the Clinical Setting." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3110.

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The primary focus of nursing education in the 21st century is to graduate students with well-developed critical thinking and clinical reasoning skills. This descriptive case study explored the perceptions of 6 faculty and 6 unit staff nurses concerning the assessment of critical thinking and clinical reasoning skills of nursing students in the clinical setting. Benner's novice to expert theory served as the conceptual framework for the research. The guiding research questions focused on faculty and staff perceptions concerning unit staff nurses' level of preparedness to assess the critical thinking and clinical reasoning ability of nursing students, and explored how faculty and unit staff nurses perceived the process of evaluating nursing students' clinical reasoning and critical thinking skills in the clinical setting. Data were collected using semi structured interview questions, then coded and analyzed following Creswell's approach. This analysis identified six themes: (a) lack of consistency, (b) faculty and staff clinical expectations of students, (c) barriers to clinical education, (d) faculty and staff differences in educational definitions, (e) faculty and staff comfort level with students, and (f) resources needed for clinical education. Learning how faculty and staff nurses assess student nurses' ability to demonstrate effective clinical reasoning and critical thinking skills can positively impact social change in nursing education on the local and state level by informing best practice in how critical thinking and clinical reasoning are taught and assessed in nursing education. This facilitates graduating nurses who are prepared to deliver patient care that affect positive outcomes.
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Sharp, Danial T. "An examination of clinical pastoral education." Online full text .pdf document, available to Fuller patrons only, 1998. http://www.tren.com.

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Thesis (M.S.)--Calvary Theological Seminary, Kansas City, Mo., 1998.
Includes copy of "The standards of the Association for Clinical Pastoral Education, 1997." Includes bibliographical references (leaves 31-33).
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Barnes, Elizabeth. "Faculty Perceptions of the Effects of Clinical Simulation on Students' Clinical Performance." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841491.

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Simulation has been used in nursing education for many years in order to show students complex patients, allow practice of new skills without allowing actual harm to come to the patient, as well as being able to build up student confidence in abilities. The primary focus for this qualitative study was associate degree nursing faculty perceptions of their students transferability of knowledge gained through participating in simulation activities in the clinical setting and, may assist in planning future educational activities. The nursing faculty provided insight to what they felt the students needed to know and reflected on what they actually saw students do in actual clinical situations. The research question addressed in this study was the following: What are associate degree nursing faculty perceptions on student transferability of knowledge to an actual clinical setting after having experience in simulation activities? There was also a research sub question addressed, which was, What do associate degree nursing faculty perceive as barriers to becoming successful in clinical performance and knowledge retention? The study used a basic qualitative design. A basic qualitative design was appropriate for this study because it examined simulation use by nursing faculty at multiple chosen schools and their experiences with knowledge transferability. The study sample consisted of associate degree nursing faculty from the East South Central and West South Central regions of the United States. The study participants ranged in age from 30–66 years of age, and they all have been teaching for at least one year. The guided face-to-face interviews by the participants revealed the following themes, providing a safe environment, clinical experiences/nursing skills, simulation integration in course content, and faculty development and training regarding simulation use. The purpose of the study was to examine transferability of knowledge gained through simulation activities on student clinical performance, and this was actually not addressed in any of the participants’ answers. The researcher found that all the faculty participants are able to work together in all areas where simulation is utilized, in order to produce competent graduates who will be able to enter the workforce as nurses. Recommendations for further research include using a larger sample size and from other geographical regions in order to have a more diverse sample of nursing faculty.

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Hartland, William Jr. "PERCEIVED IMPORTANCE OF CLINICAL TEACHING CHARACTERISTICS FOR NURSE ANESTHESIA CLINICAL FACULTY." VCU Scholars Compass, 1993. http://scholarscompass.vcu.edu/etd/5078.

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This study examined the perceived importance of the 22 characteristic of effective clinical instructors as identified by- Katz in 1982. The effect of various demographic variables on these perceived values of importance was also investigated. Data were collected by means of a questionnaire survey instrument. A random sample of 354 nurse anesthesia program directors, CRNA clinical instructors and nurse anesthesia students from across the United States participated in this study. A 73 percent return rate was achieved. Characteristic mean scores of importance demonstrate that respondents perceived all 22 characteristics as either "very important" or "highly important." When all 22 characteristic mean scores for each group were arranged in descending order by the researcher, no significant difference was found between groups. Chi-square tests were significant between the professional groups and the perceived values of importance for four of the characteristics: Evaluation / Counseling, Positive Role Model, Flexibility, and Timely Feedback. No significant relationships were found among the demographic variables and the perceived importance of the 22 characteristics. Multiple regression analysis indicated that the demographic variables accounted for only an extremely small percent of the variance. In conclusion, since many of the mean scores were relatively close to each other, it seems reasonable to conclude that all four professional groups highly valued these characteristics and perceived them as critically important to clinical instruction. There was no significant difference in the way each professional group rank ordered the 22 characteristics. No previously reviewed study exhibited this same level of homogeneity among respondents. The researcher suggests that this homogeneity may be the result of previous clinical nursing experience and/or the nature of the anesthesia clinical environment itself. Findings in this study have implications for the continuing education and evaluation of nurse anesthesia faculty along with possible impacts on employment decisions.
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Henning, Jolene Miller. "An exploration of peer education in athletic training clinical education." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247889.

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The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance.
Department of Educational Studies
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Nash, Robyn Elizabeth. "Collaboration in clinical education : development, implementation and evaluation of an innovative model of clinical education for undergraduate nursing students." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16493/1/Robyn_Nash_Thesis.pdf.

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Introduction The purpose of this study was to enhance the prac experience of undergraduate nursing students and registered nursing staff. An innovative model of clinical education, the Clinical Education Unit (CEU) model was developed, implemented and evaluated. Background to the study Clinical education is a vital component of the undergraduate nursing curriculum. 'Real world' practice provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a registered nurse. Despite the commitment of universities to produce competent graduates, there has continued debate regarding the preparedness of new graduates for practice as registered nurses. This has focussed continued attention on the adequacy of students' clinical education and, in particular, on the models used for clinical facilitation/supervision. There is little published evidence that clearly demonstrates the effectiveness of any of the current models of clinical education or that any particular model is better than any other in achieving quality outcomes (Wellard, Williams and Bethune 2000; Clare, White, Edwards and Van Loon 2002). Hence, as recommended in the recent National Review of Nurse Education (2002), ongoing evaluation of nursing curricula and teaching practice, including clinical education, is clearly warranted. Methods The study utilised action research methodology to examine the effects of the Clinical Education Unit (CEU) on the quality of clinical prac as experienced by undergraduate nursing students and registered nurses working with the students in wards where they were placed for their practicums. It was undertaken in two iterations or phases: Phase 1 - Development, implementation and initial evaluation of an innovative model of clinical education (the CEU model) and Phase 2 - Refinement and re-evaluation of the CEU model of clinical education. Using focus group discussions and survey questionnaires, qualitative and quantitative data were collected from undergraduate nursing students and clinical nursing staff in conjunction with each iteration of the study. Results Phase 1 results indicated that the CEU model was evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. This result was demonstrated in the comments of students and registered nurses with regard to the respective models of clinical education and supported by their ratings of the quality of clinical experience through the QPE-Phase questionnaires. A similar trend was found in the results from Phase 2. The CEU-2 model was again evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. Conclusion In summary, the results of this study indicate that the CEU model had a positive impact on the prac experience of students and registered nurses. In both phases of the study, students and registered nurses in wards where the CEU model was being used evaluated the prac experience more positively than did students and registered nurses in wards where non-CEU models were being used. Two key factors were found to be important in achieving this outcome: the collaborative nature of the CEU model and nursing staff ownership of students' clinical education. These factors provided an operating framework which enabled the development of positive learning environments in the wards where students were placed for prac. Equally important were arrangements for the supervision of students' practice which involved local clinical facilitation and the explicit inclusion of other nursing staff in the ward. Further, continued support from the university to allow the clinical facilitators to take a supernumary role when facilitating students, to provide staff development for clinical education and to support staff on a day-to-day basis during the prac was also important, if not essential. It is proposed that these factors, acting synergistically, promoted enhanced access to learning opportunities for students and improved learning outcomes for students and staff. The study makes an important contribution to nursing education by providing evidence that can inform future developments in the area of undergraduate clinical education. It has potential benefits for nursing education not only in the local context, but within the international arena as well.
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Books on the topic "Clinical education"

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Beck, Susan. Clinical laboratory education. Dubuque, Iowa: Kendall/Hall Pub. Co., 1996.

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Beck, Susan. Clinical laboratory education. Norwalk, Conn: Appleton & Lange, 1988.

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H, Oermann Marilyn, ed. Clinical teaching in nursing education. 2nd ed. Boston: Jones and Bartlett Publishers, 1999.

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Thomas, Linden. The Clinical Legal Education Handbook. London: University of London Press, 2020.

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National Association of Nurse Practitioners in Reproductive Health. Colposcopy education & clinical training standards. Washington, DC: NANPRH, 1993.

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H, Oermann Marilyn, ed. Clinical teaching in nursing education. 2nd ed. New York: National League for Nursing, 1992.

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1937-, Meltsner Michael, ed. Reflections on clinical legal education. Boston: Northeastern University Press, 1998.

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Madhloom, Omar, and Hugh McFaul. Thinking About Clinical Legal Education. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429299247.

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Sarker, Shuvro Prosun, ed. Clinical Legal Education in Asia. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137517531.

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Forrest, Kirsty, Judy McKimm, and Simon Edgar, eds. Essential Simulation in Clinical Education. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118748039.

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Book chapters on the topic "Clinical education"

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Smith, Megan, and Tracy Levett-Jones. "Providing Clinical Education." In Educating Health Professionals, 103–12. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_10.

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Amsterdam, Anthony G. "Clinical Legal Education." In Thinking Like a Policy Analyst, 73–82. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403980939_4.

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Losoff, Rachel, and Jacob Faltin. "Education." In Encyclopedia of Clinical Neuropsychology, 1271–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_9161.

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Losoff, Rachel, and Jacob Faltin. "Education." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_9161-1.

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Scotti, Joseph R., and Barry A. Edelstein. "Education." In Introduction to Clinical Psychology, 47–76. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1573-3_3.

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Mitchell, Ian, and Gaynor Govias. "Clinical Presentation of Asthma." In Asthma Education, 95–130. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77896-5_4.

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van Schalkwyk, Gertina J., and Rik Carl D’Amato. "Inclusive Education." In Encyclopedia of Clinical Neuropsychology, 1788. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_9149.

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van Schalkwyk, Gertina J. "Family Education." In Encyclopedia of Clinical Neuropsychology, 1396–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_9163.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 2333–35. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1494.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1494-3.

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Conference papers on the topic "Clinical education"

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Olivares-Olivares, SL, ML Turrubiates-Corolla, RI EsperónHernández, and M. Sánchez-Mendiola. "DESIGN AND EVALUATION OF A MOOC FOR CLINICAL EDUCATORS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7138.

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The MOOCs offer education with high quality standards and have the potential to offer better educational experiences within learning communities where students and teachers from multiple institutions and areas participate. Clinical professors need to be continuously trained with new alternatives that reduce the gap of traditional education with the needs of students. In addition, it is essential to move from education focused exclusively on science, towards a comprehensive education focused on the needs of the most important actor: the patient. The purpose was to design, implement, and evaluate a MOOC on educational evaluation in health sciences. The content of the MOOC was designed and developed with the participation of 15 professors from three universities in Mexico. A pilot was implemented during September-October 2019 to train at least 30 teachers from the three universities. An instrument was designed to measure the fulfillment of teachers' expectations. The pre-test was applied before starting the pilot course and the post-test at the end of the program. The tests were answered by 29 of 57 professors, whose data were analyzed using the t-student statistical test. The course was successfully completed by 33 of 57 teachers. The results of the statistical test show that there is a significant difference. The expectations of the teachers who completed the course were exceeded. For the educational proposal to be considered valuable, it must consistently meet the participant's learning needs according to the effort and cost invested. Knowing the perceived value indicates how participants conceive the value of the program. In this sense, MOOCs represent opportunities for teacher training in educational evaluation. The project has great potential for impact at the Latin American level. Keywords: MOOC, clinical teachers, health sciences, clinical competence, patientcentered learning, educational innovation
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Langevin, Francois, Alain Donadey, Pierre Hadjes, and Oleg Blagosklonov. "Biomedical Education for Clinical Engineers." In 2007 29th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2007. http://dx.doi.org/10.1109/iembs.2007.4353700.

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Segura-Azuara, NA, and M. Lopez. "REDESIGNING MEDICAL STUDENTS' TRAINING THROUGH VIRTUAL CLINICAL SIMULATION." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7128.

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Clinical simulation is an engaging teaching strategy that has been used to develop disciplinary and soft skills in medical students through structured educational activities with assessment and feedback. COVID-19 has forced medical schools into redesigning many curricular activities, including these clinical simulations, which leveraged virtual technologies to continue the training amid the pandemic. The objective of this study was to assess the adaptation of clinical simulation to a virtual-based format to continue medical students' training. The sample of participants in this study was 34-thirdyear medical students. Simulation sessions were held through a synchronous videoconference platform where students used a monitor for vital signs, an actor simulated a patient, and the corresponding lab results and imaging studies were available upon students' request. Students provided care for the patient by teams; they interviewed and asked for physical exam findings from an actor representing a nurse. The simulation adapted to the team's performance, students were provided with the test results as they requested, and the patient's vital signs responded to the team's prescriptions. Following the simulation, they received feedback using the debriefing with a good-judgment framework which supports a reflection regarding their mental processes leading to decision-making. Adapting educational strategies using technology in remote teaching is essential for medical schools to continue their training. This curricular adaptation exemplifies a proficient way to carry out virtual simulation activities amid the pandemic, easily adapted to other disciplines and educational levels. Keywords: higher education, educational innovation, professional education, pandemic adaptations, COVID-19, virtual simulation
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Valdes-Garcia, JE, G. Dominguez-Cherit, E. Luna-Ceron, A. Pherez-Farah, S. Muzquiz-Aguirre, JP Mancilla-Ortega, LJ Vichi-Lima, et al. "EDUCATIVE HYBRID INTERVENTION AS A STRATEGY FOR REINTEGRATION TO THE CLINICAL COURSES OF UNDERGRADUATE STUDENTS DURING COVID-19 PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7111.

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The SARS-COV-2, pandemic generated the need to modify the current clinical educational model with the challenge of promoting safety as well as the continuity of clinical education through the use of virtual platforms. Since clinical training in hospital institutions cannot be substituted, a strategic training plan was developed to guarantee protection, safety, and academic continuity for students upon their return to clinical clerkships. The objective of this project was to develop and evaluate the impact of a hybrid massive training plan as an educative strategy to give the theoretical and practical knowledge required for the safe return of undergraduate students to their respective clinical activities in the context of this pandemic. An academic program was designed through a massive hybrid strategy to train 616 undergraduate students studying clinical cycles by presential, virtual, synchronous, and asynchronous activities. To know the impact of the program, a pre-experimental study with pre-test and post-test was carried out to evaluate the acquisition of the important knowledge and skills of the program. A significant difference was found between the means of the initial and final evaluations (p <0.001), as well as a high impact of the intervention (d 1.6). Significant improvements in the areas of COVID-19 initial management (p <0.001) and personal protective equipment use (p <0.001) were seen in the post-test when comparing to the initial evaluation. A quantitative and qualitative analysis of the satisfaction survey was carried out, finding positive results on the course design, quality of didactic resources, and instructors’ performance massive hybrid training is an effective strategy to facilitate the reintegration of undergraduate students to their face-to-face clinical rotations. Keywords: COVID-19 Hybrid education, Clinical clerkships, Training, Distance learning, Educational model
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Pérez Jiménez, M., A. Dávila Rivas, C. Félix Arce, LA Padilla, and MA Cordero-Díaz. "ACADEMIC CONTINUITY OF CLINICAL TRAINING IN POSTGRADUATE MEDICAL EDUCATION AMID THE PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7108.

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The pandemic has posed many challenges for the academic continuity of clinical training. The social responsibility of universities and the professionalism of physicians inspired residents on taking the leadership in the front line of COVID-19. Their direct involvement in patient care required the establishment of protocols to offer mentoring and support services for self-care and mental health strategies to prevent burnout. The objective of this study was to describe the design and implementation of a comprehensive strategy to transform the Multicentric Program of postgraduate medical education in northern Mexico to continue academic and clinical training activities amid the pandemic. The participants in this study include six training centers which represent 290 physicians in 17 medical specialties programs. The results of the designed strategy focus on three specific activities: 1) offering formal curricular elements through online platforms and mobile devices, 2) adaptative clinical training for the residents participating directly in SARS-Cov2 patient care, and 3) specific training on COVID-19 for all participants on patient safety protocols and use of protective equipment. All 17 programs achieved academic continuity by the use of digital platforms. The protection and safety of the educational community were privileged with the purpose of training by providing residents specific safety training on COVID-19, personal protection equipment, periodical PCR testing and by the vaccination strategy. The responsibility and responsiveness of educational institutions to address the challenges to continue the clinical training during the health crisis will significantly affect the educational results and preparedness of the next generation of health professionals. The commitment of universities should be beyond academic continuity or sharing content online, it should address as well self-care and wellbeing strategies that could provide graduates with the skills that are essential to thrive in the current pandemic. Keywords: higher education, educational innovation, postgraduate medical education, residents’ education, COVID-19
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Tokareva, Natalia G. "The role of clinical and psychological research in epilepsy." In Innovations in Medical Science and Education. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsms.crtq7107.

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This paper addresses the issue of interaction between psychological and clinical factors, their role and importance in integrated clinico-psychological study aimed at improving the life quality among patients with epilepsy. The paper’s objective is to look into the clinical and psychological components in the approach to epilepsy. The study surveyed 317 patients aged between 18 to 65 years old, with focal epilepsy. Verification of patients’ diagnosis was based on the findings of clinico-neurological, psychopathological, pathopsychological, electroencephalographic examinations and brain computer-assisted tomography (CAT). The authors also employed the psychodiagnostic technique "Personal profile of the crisis." The comprehensive clinico-psychological survey of patients with epilepsy allowed the authors to substantiate the selection of 3 groups of mental changes. Clinico-psychopathologically, in group I (38% of patients), cerebrasthenic disorders combined with psychopathic and cognitive impairments are dominant. Clinico-psychopathologically, in group II (35% of patients) the mental changes are dominated by cerebrasthenic disorders, a slight decrease in mnestic-intellectual functions, changes in behavior and activities. Clinico-psychopathologically, in group III the mental changes (27% of patients) corresponded mainly to secondary impairments of the neurotic level. The studied parameters reflected the adaptedness of the patient's personality, which manifests itself as reconstruction of personality’s functional structures and systems affected by the disease.
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Donadey, Langevin, Farges, and Plassais. "Clinical Engineering Education At Compiegne University." In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1992. http://dx.doi.org/10.1109/iembs.1992.594758.

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Matsuki, N., M. Takeda, M. Yamano, Y. Imai, T. Ishikawa, and T. Yamaguchi. "Clinical Education for Engineers: ESTEEM Project." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206594.

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Current engineering applications in the medical arena are extremely progressive. On this occasion, the most frequently encountered and difficult problem must be an insufficient communication between engineers and medical practitioners. The reason is mainly due to the difference of their own cultures. Medical practitioners tend to think about everything based on their experiences episodically. They take it granted that medicine cannot be usually expressed in a strict manner. Another common obstacle is the safety of patients. On the other hand, engineers are usually trained to think about everything based on physical law expressed mathematically. In addition, engineers and medical practitioners cannot always understand one another’s jargon. It is therefore very hard though even not impossible to understand each other without special effort.
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Bottrighi, Alessio, Gianpaolo Molino, Luca Piovesan, and Paolo Terenziani. "Simulating Clinical Guidelines for Medical Education." In the 2019 4th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3345094.3345099.

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Caraiane, Aureliana. "STUDENTS� AND CLINICAL TEACHERS PERCEPTIONS ABOUT CLINICAL LEARNING IN DENTAL EDUCATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.063.

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Reports on the topic "Clinical education"

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Ostermeyer, Beverly D. Clinical Experiences Nurse Anesthesia Students Find Most and Least Beneficial at Three Stages of Clinical Education. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ad1012166.

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Douglas, Bettina, and Ann Bonner. Nephrology-specific Clinical Performance Indicators for Nurse Practitioner Education in Australia: A Resource for Students and Clinical Support Team Members. Queensland, Australia: Queensland University of Technology, June 2017. http://dx.doi.org/10.5204/rep.eprints.106890.

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Mulaku, Mercy N. Do non-clinical interventions reduce unnecessary caesarean section rates? SUPPORT, 2016. http://dx.doi.org/10.30846/1612112.

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There has been an increase in caesarean section rates globally. As much as caesarean sections might be life saving, some are unnecessary, they predispose the mother to potential harms, such as haemorrhage, and they have high costs. Non clinical interventions may reduce unnecessary caesarean section. This includes interventions such as providing education to health pro-fessionals and mothers, mandatory second opinions, financial in-terventions, and other guideline implementation strategies.
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Glista, Danielle, Robin O’Hagan, Danielle DiFabio, Sheila Moodie, Karen Muñoz, Keiran Joseph, Christine Brown, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, August 2021. http://dx.doi.org/10.5206/0820211097.

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This document was informed by literature reviews conducted in accordance with the Joanna Briggs Institute’s guide to evidence synthesis (Aromataris & Munn, 2017; https://joannabriggs.org) and includes evidence related to client candidacy, delivery models, modalities of delivery, and outcomes of virtual hearing aid fitting and management. This document provides clinical practice guidance for virtual hearing aid fitting and management processes and technological requirements in the delivery of such services (herein referred to as virtual hearing aid care). Virtual hearing aid care can include services delivered directly to a client by a provider or using facilitator-supported services and specialized equipment, depending on client factors, type of care, and the timepoint in the care process (e.g., initial versus follow-up appointments). This document will address virtual care including the following types of hearing aid care: o Programming o Verification o Validation o Management (counselling and education) Currently, virtual hearing aid care is better suited to follow-up appointments
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong, and Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O- Self-regulated learning or any of its components. To this end, the proposed systematic review will address the following questions: i. What instructional strategies have been used to influence self-regulated learning in medical students during clinical clerkship? ii. What influence did the instructional strategies exert on medical students’ self-regulated learning approaches during clinical clerkship?
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Rada, Maria Patricia, Alexandra Caseriu, Roxana Crainic, and Stergios K. Doumouchtsis. A critical appraisal and systematic review of clinical practice guidelines on hormone replacement therapy for menopause: assessment using the Appraisal of Guidelines for Research and Evaluation (AGREE II) Instrument. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0089.

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Review question / Objective: To assess the quality of clinical practice guidelines (CPC) on hormone replacement therapy for menopause using the AGREE II instrument and to provide a summary of recommendations. Information sources: Literature searches using MEDLINE, Embase, Scopus, Geneva Foundation for Medical Education and Research from inception to date will be searched. The search terms include guidelines / guidance / recommendation and hormone replacement therapy related keywords and MeSH terms. National and international organizations websites will be searched individually. Additional searches on the references of the primary included items may help identify any guidelines missed on the primary searches. In the case of more than one published guideline from the same national or international association, only the latest version of the guidelines will be included and evaluated. Any disagreements on inclusion criteria will be addressed through discussion and consensus meeting within the research team. Guidelines published in languages other than English will be considered on an individual basis. Guidelines must be publicly available on a website or in a peer-reviewed publication.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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