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Journal articles on the topic 'Clinical education'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Sonaggera, Tara. "Sonography Clinical Education." Journal of Diagnostic Medical Sonography 20, no. 5 (September 2004): 356–60. http://dx.doi.org/10.1177/8756479304268663.

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12

Mulkey, Allen. "Sonography Clinical Education." Journal of Diagnostic Medical Sonography 21, no. 3 (May 2005): 273–75. http://dx.doi.org/10.1177/8756479305277571.

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13

Williams, Margaret G., Autumn Voss, Barb Vahle, and Sheila Capp. "Clinical Nursing Education." Nurse Educator 41, no. 4 (2016): E6—E9. http://dx.doi.org/10.1097/nne.0000000000000269.

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14

Mancinelli, James M., and Barbara J. Amster. "Rethinking Clinical Education." ASHA Leader 20, no. 1 (January 2015): 6–7. http://dx.doi.org/10.1044/leader.fmp.20012015.6.

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15

St Geme, J. W. "General clinical education." Academic Medicine 61, no. 9 (September 1986): 89–92. http://dx.doi.org/10.1097/00001888-198609000-00011.

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16

Wheeler, Brenda K., Stephanie Powelson, and Ju-hyung Kim. "Interdisciplinary Clinical Education." Nurse Educator 32, no. 3 (May 2007): 136–40. http://dx.doi.org/10.1097/01.nne.0000270231.14779.6a.

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17

Fleming, Shani, David J. Bunnell, James P. McGinnis, Violet Kulo, Karen L. Gordes, Hyun-Jin Jun, and Gerald Kayingo. "Optimizing clinical education." JAAPA 35, no. 12 (December 2022): 1. http://dx.doi.org/10.1097/01.jaa.0000892812.24130.b6.

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18

Atallah, Álvaro Nagib. "Essential clinical epidemiology in clinical education." Sao Paulo Medical Journal 116, no. 4 (July 1998): 1745–46. http://dx.doi.org/10.1590/s1516-31801998000400001.

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19

Benedict, Jennifer E., Elizabeth R. Neil, Zachary J. Dougal, Stacy E. Walker, and Lindsey E. Eberman. "Clinical Education Coordinators' Selection and Deselection Criteria of Clinical Education Experiences." Athletic Training Education Journal 17, no. 1 (January 1, 2022): 117–28. http://dx.doi.org/10.4085/1947-380x-21-017.

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Context Athletic training students have identified clinical education as the most important aspect of their education when transitioning to practice. However, athletic training students have been frustrated with a lack of engagement, mentorship, and diversity within their clinical education experiences. As such, the selection and deselection of clinical sites is critical to creating effective learning experiences. Objective To explore how clinical education coordinators (CECs) select and deselect clinical education experiences (sites and preceptors) for clinical integration and immersion. Design Consensual qualitative research. Setting Individual teleconference interviews. Patients or Other Participants Thirteen CECs (age = 42 ± 8 years, experience in current role = 8 ± 8 years) from accredited professional master's programs who were in their position for at least 1 year and had at least 1 immersive rotation. Data Collection and Analysis All interviews were audio recorded and transcribed. A 3-person data analysis team used a multiphase process to identify the emerging domains and categories. Trustworthiness was established through member checking, multiple researcher triangulation, and auditing. Results Two themes emerged from the participant responses: accreditation compliance and strategic choices. We found participants expressed the theme of accreditation compliance as a major facilitator when selecting or deselecting clinical education placements. Strategic choices, such as student aspirations and focus on the quantity over the quality, were used by CECs to select clinical education placements which develop student autonomy and provide diverse experiences. However, the CECs engaged in convenient preceptor selection based on geographical location and previous relationships. Conclusion(s) Our findings suggest CECs leverage convenient clinical education opportunities that comply with accreditation expectations. CECs should be strategically selecting clinical education opportunities that move beyond accreditation minimum standards and focus on high-quality experiential learning, which leads to autonomous practice and embraces the diversity of the profession.
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20

Durham, Roberta, Lynn A. Van Hofwegen, and Megan E. Levy. "Global Health Clinical Education." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 185–93. http://dx.doi.org/10.31686/ijier.vol2.iss10.259.

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Global health is the study and practice of improving health and health equity for all people worldwide through international and interdisciplinary collaboration. Studies suggest that health professions students benefit significantly through participating in global health clinical courses. This exploratory qualitative study conducted a community needs assessment as part of a global health clinical course for health professional students. The clinical course allowed students to plan and implement a week-long clinic providing primary health care to families in remote villages in Central America. Students engaged with the researcher to conduct a community assessment.As part of the community assessment we interviewed Kuna to identify from within the community the needs of families to improve health outcomes. This assessment was designed to provide empirical evidence to support future long-term, sustainable improvements in the health of communities. Findings indicate a chasm between what providers see as problems and villagers’ identified priorities. Despite many unanticipated challenges, this research produced some modest and tentative recommendations proposed both for the community and global health clinical education.
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21

Tanner, Christine A. "Clinical Education, Circa 2010." Journal of Nursing Education 41, no. 2 (February 2002): 51–52. http://dx.doi.org/10.3928/0148-4834-20020201-03.

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22

Wagstaff, Alison. "CLINICAL PASTORAL EDUCATION (CPE)." Health and Social Care Chaplaincy 3, no. 1 (June 11, 2013): 33–34. http://dx.doi.org/10.1558/hscc.v3i1.33.

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23

Glos, Pavel. "Reimagining Clinical Legal Education." International Journal of Clinical Legal Education 26, no. 1 (May 13, 2019): 253–56. http://dx.doi.org/10.19164/ijcle.v26i1.829.

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24

Weinstein, Debra F. "Feedback in Clinical Education." Academic Medicine 90, no. 5 (May 2015): 559–61. http://dx.doi.org/10.1097/acm.0000000000000559.

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25

Bayliss, Peter, Peter Hill, Kenneth Calman, and John Hamilton. "Education for clinical governance." British Journal of Clinical Governance 6, no. 1 (March 2001): 7–8. http://dx.doi.org/10.1108/14664100110384920.

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26

Hedinger, Tricia. "Taking Clinical Education Outside." ASHA Leader 21, no. 12 (December 2016): 38–39. http://dx.doi.org/10.1044/leader.ae.21122016.38.

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27

Ludley, Alistair, and Faiz Shaikh. "Future‐proofing clinical education." Clinical Teacher 17, no. 2 (March 23, 2020): 144–45. http://dx.doi.org/10.1111/tct.13149.

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28

Brown, Darwin, and Jacqueline N. Sivahop. "Challenges of Clinical Education." Journal of Physician Assistant Education 28 (October 2017): S28—S32. http://dx.doi.org/10.1097/jpa.0000000000000146.

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29

Johnsen, Vickie, Janell Anderson, Lisa Bagley, Paula Piccioni, and John Hansmann. "Right-Sizing Clinical Education." Journal for Nurses in Staff Development (JNSD) 24, no. 6 (November 2008): E4—E12. http://dx.doi.org/10.1097/01.nnd.0000342232.67129.f3.

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30

Crossfield, Tim. "Clinical education in perspective." Nursing Management 9, no. 5 (May 1, 1989): 8. http://dx.doi.org/10.7748/nm.9.5.8.s6.

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31

Hyams, Ross. "Multidisciplinary Clinical Legal Education." Alternative Law Journal 37, no. 2 (June 2012): 103–6. http://dx.doi.org/10.1177/1037969x1203700207.

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32

James, Elizabeth. "Clinical education in paediatrics." Journal of Child Health Care 2, no. 4 (December 1998): 178–81. http://dx.doi.org/10.1177/136749359800200406.

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33

Bonke, B. "Reflecting on clinical education." Perspectives on Medical Education 2, no. 2 (April 2013): 55–57. http://dx.doi.org/10.1007/s40037-013-0059-y.

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34

Roberts, Jane H. "Diploma in clinical education." BMJ 330, no. 7500 (May 14, 2005): s199. http://dx.doi.org/10.1136/bmj.330.7500.s199.

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35

Thompson, Cathy J., and Paula Nelson-Marten. "Clinical Nurse Specialist Education." Clinical Nurse Specialist 25, no. 3 (May 2011): 133–39. http://dx.doi.org/10.1097/nur.0b013e318217b5c5.

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36

Madhloom, Omar. "Reimagining clinical legal education." Law Teacher 53, no. 3 (February 26, 2019): 383–85. http://dx.doi.org/10.1080/03069400.2019.1576465.

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37

White, Douglas M., and Diane U. Jette. "Commitment to Clinical Education." Physical Therapy 75, no. 12 (December 1, 1995): 1139–40. http://dx.doi.org/10.1093/ptj/75.12.1139.

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38

Bailit, Howard L., Tryfon J. Beazoglou, Allan J. Formicola, and Lisa Tedesco. "Financing Clinical Dental Education." Journal of Dental Education 71, no. 3 (March 2007): 322–30. http://dx.doi.org/10.1002/j.0022-0337.2007.71.3.tb04281.x.

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39

Bailit, Howard L., Tryfon J. Beazoglou, Allan J. Formicola, and Lisa A. Tedesco. "Financing Clinical Dental Education." Journal of Dental Education 72 (February 2008): 128–36. http://dx.doi.org/10.1002/j.0022-0337.2008.72.2_suppl.tb04489.x.

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40

Frölich, J. C., W. P. Kirch, N. Rietbrock, I. Roots, and U. Gundert-Remy. "Education in clinical pharmacology." Trends in Pharmacological Sciences 15, no. 11 (November 1994): 410. http://dx.doi.org/10.1016/0165-6147(94)90087-6.

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41

Neville, Susan, and Sally French. "Clinical Education: Students' and Clinical Tutors' Views." Physiotherapy 77, no. 5 (May 1991): 351–54. http://dx.doi.org/10.1016/s0031-9406(10)61803-2.

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42

Recker-Hughes, Carol, Carolyn Padial, Elaine Becker, and Maureen Becker. "Clinical Site Directors’ Perspectives on Clinical Education." Journal of Physical Therapy Education 30, no. 3 (2016): 21–27. http://dx.doi.org/10.1097/00001416-201630030-00005.

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43

Roslan, Nurhanis Syazni, Jamilah Al-Muhammady Mohammad, Mohd Al-Aarifin Ismail, Anisa Ahmad, and Muhamad Saiful Bahri Yusoff. "Rethinking Education Environment: The Clinical Education Environment Framework." Education in Medicine Journal 10, no. 3 (September 28, 2018): 31–46. http://dx.doi.org/10.21315/eimj2018.10.3.4.

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44

Mulready-Shick, JoAnn, Kathleen M. Flanagan, Gaurdia E. Banister, Laura Mylott, and Linda J. Curtin. "Evaluating Dedicated Education Units for Clinical Education Quality." Journal of Nursing Education 52, no. 11 (October 14, 2013): 606–14. http://dx.doi.org/10.3928/01484834-20131014-07.

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45

Krasnicka, Izabela. "Legal Education and Clinical Legal Education in Poland." International Journal of Clinical Legal Education 13 (July 18, 2014): 47. http://dx.doi.org/10.19164/ijcle.v13i0.67.

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<p>The aim of this paper is to present the existing legal education system and development of clinical legal education in Poland. The first part briefly introduces the general Polish higher education system including the implications of the Bologna Process and other challenges for the law faculties as higher education institutions. It then focuses on the five different apprenticeships necessary to obtain license to practice law in Poland. The second part deals with the study program and teaching methods used at Polish law faculties. It argues that the present system does not meet the requirements of the contemporary legal job market as students are not, as a rule, exposed to practical aspects of legal problems and leave law school without training in the necessary skills. The third and most extensive part is dedicated to the legal clinics operating in Poland. Some statistical data is presented on legal clinics (i.e. numbers of students, teachers, cases etc.). This part also discusses basic clinical methodology instruments used in Polish clinics. Finally it describes the establishment of the Polish Legal Clinics Foundation (Foundation), its goals, tasks, challenges and<br />achievements.</p>
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46

McKeown, Paul. "Clinical Legal Education: Innovating Legal Education in Europe." International Journal of Clinical Legal Education 26, no. 3 (July 25, 2019): 1–2. http://dx.doi.org/10.19164/ijcle.v26i3.858.

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47

Smith, Martin L., and Ronald K. Morgan. "Bioethics Education in a Clinical Pastoral Education Program." Journal of Pastoral Care 52, no. 4 (December 1998): 377–87. http://dx.doi.org/10.1177/002234099805200407.

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48

Bjørke, Gerd. "Clinical Education in Higher Education–perspectives and development." Journal of Interprofessional Care 22, no. 6 (January 2008): 672–73. http://dx.doi.org/10.1080/13561820802355532.

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49

Phan, Kelvin, Cailee W. McCarty, Jessica M. Mutchler, and Bonnie Van Lunen. "Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs." Athletic Training Education Journal 7, no. 3 (July 1, 2012): 103–14. http://dx.doi.org/10.4085/0703103.

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Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to assess the pedagogical principles for clinical education at this level or what factors are necessary to enhance the clinical skills and decision-making abilities of post-professional students. Therefore, exploring the perspectives of clinical preceptors involved in post-professional education will help educators understand what strategies are necessary to improve post-professional athletic training education programs (PPATEPs). Objective: To qualitatively investigate clinical preceptors' perspectives and experiences regarding clinical education within PPATEPs. Design: Consensual qualitative research (CQR) with an emergent design. Setting: Telephone interviews were conducted with all participants. Patients or Other Participants: Eleven collegiate post-professional clinical preceptors (7 males, 4 females; average age = 38±7.3 years; average years as an athletic trainer = 15±6.6 years) who were affiliated with a PPATEP were interviewed, representing 11 out of 16 PPATEPs. Data Collection and Analysis: Interview transcripts were coded for themes and categories. Triangulation included a consensus process by the research team and member checking to verify the data. Results: Data analysis yielded four themes relating to clinical education in PPATEPs: importance of clinical education, clinical preceptor responsibilities, clinical preceptor qualities, and barriers to clinical education. Participants indicated that clinical education was important for students to develop clinical skills and give them opportunities to make patient care decisions, and that several fundamental responsibilities and qualities contribute to being an effective clinical preceptor at the post-professional level. Conclusions: Post-professional clinical preceptors recognized that an appropriate balance between autonomy and guided practice in clinical experiences fostered an effective learning environment which allowed post-professional students to improve their clinical and decision-making skills beyond their entry-level skill set. Preceptors should also demonstrate attributes of a clinician, educator, and communicator to be an effective mentor.
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50

Balla, J. I. "Insights into some aspects of clinical education--II. A theory for clinical education." Postgraduate Medical Journal 66, no. 774 (April 1, 1990): 297–301. http://dx.doi.org/10.1136/pgmj.66.774.297.

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