Relevant bibliographies by topics / Clinical medicine Education Victoria

Academic literature on the topic 'Clinical medicine Education Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Clinical medicine Education Victoria"

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Vaughan, Brett, Chris MacFarlane, and Prue Florentine. "Clinical education in the osteopathy program at Victoria University." International Journal of Osteopathic Medicine 17, no. 3 (September 2014): 199–205. http://dx.doi.org/10.1016/j.ijosm.2013.10.010.

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Cullinane, Meabh, Stefanie A. Zugna, Helen L. McLachlan, Michelle S. Newton, and Della A. Forster. "Evaluating the impact of a maternity and neonatal emergencies education programme in Australian regional and rural health services on clinician knowledge and confidence: a pre-test post-test study." BMJ Open 12, no. 5 (May 2022): e059921. http://dx.doi.org/10.1136/bmjopen-2021-059921.

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IntroductionAlmost 78 000 women gave birth in the state of Victoria, Australia, in 2019. While most births occurred in metropolitan Melbourne and large regional centres, a significant proportion of women birthed in rural services. In late 2016, to support clinicians to recognise and respond to clinical deterioration, the Victorian government mandated provision of an emergency training programme, called Maternity and Newborn Emergencies (MANE), to rural and regional maternity services across the state. This paper describes the evaluation of MANE.Design and settingA quasi-experimental study design was used; the Kirkpatrick Evaluation Model provided the framework.ParticipantsParticipants came from the 17 rural and regional Victorian maternity services who received MANE in 2018 and/or 2019.Outcome measuresBaseline data were collected from MANE attendees before MANE delivery, and at four time points up to 12 months post-delivery. Clinicians’ knowledge of the MANE learning objectives, and confidence ratings regarding the emergencies covered in MANE were evaluated. The Safety Attitudes Questionnaire (SAQ) assessed safety climate pre-MANE and 6 months post-MANE among all maternity providers at the sites.ResultsImmediately post-MANE, most attendees reported increased confidence to escalate clinical concerns (n=251/259). Knowledge in the non-technical and practical aspects of the programme increased. Management of perinatal emergencies was viewed as equally stressful pre-MANE and post-MANE, but confidence to manage these emergencies increased post-delivery. Pre-MANE SAQ scores showed consistently strong and poor performing services. Six months post-MANE, some services showed improvements in SAQ scores indicative of improved safety climate.ConclusionMANE delivery resulted in both short-term and sustained improvements in knowledge of, and confidence in, maternity emergencies. Further investigation of the SAQ across Victoria may facilitate identification of services with a poor safety climate who could benefit from frequent targeted interventions (such as the MANE programme) at these sites.
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Ranse, J., and S. Lenson. "(A111) Role, Resources, and Clinical and Educational Backgrounds of Nurses Who Participated in the Prehospital Response to the 2009 Bushfires in Victoria, Australia." Prehospital and Disaster Medicine 26, S1 (May 2011): s31. http://dx.doi.org/10.1017/s1049023x11001130.

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The bushfires of February 2009 in Victoria, Australia resulted in the deaths of 173 people and caused injuries to 414. Furthermore, > 2,030 houses and 3,500 structures were destroyed. The role and experience of nurses in this environment are not well understood, and little is known about the clinical and education background of nurses in this setting. This presentation will provide an overview of the bushfires and report on two research projects. The aims of these projects were to explore participant demographics and various aspects of nursing activities in the prehospital environment. These projects used volunteer nursing members of St John Ambulance Australia who responded to the Victorian fires. The first project used a retrospective, descriptive postal survey, and the second was descriptive and exploratory, using semi-structured interviews as a means of data collection. The survey highlighted that nurses had varying clinical and educational backgrounds. Males were overrepresented when compared to the national average of nurses. Most participants had taken disaster-related education, however, this varied in type and duration. Similarly, most had participated in training or mock disasters; however this usually was not related to bushfire emergencies. The qualitative findings identified two main themes having expansive roles and being prepared. These highlighted that nurses maintained a variety of roles, such as clinicians, emotional supporters, coordinators and problem solvers, and they were well prepared for these roles. This research provided insight into the characteristics and level of preparedness of nurses who responded to the 2009 Victorian bushfires in the prehospital environment. Additionally, it highlights the need for more structured education and training for nurse that is aligned with their role and deployment environment.
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Leach, Helen, and Jamie J. Coleman. "Osler Centenary Papers: William Osler in medical education." Postgraduate Medical Journal 95, no. 1130 (November 21, 2019): 642–46. http://dx.doi.org/10.1136/postgradmedj-2018-135890.

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William Osler combined many excellent characteristics of a clinical educator being a scientific scholar, a motivational speaker and writer and a proficient physician. As we celebrate his life a century on, many of his educational ideals are as pertinent today as they were in those Victorian times. Osler’s contributions to modern medicine go beyond his legacy of quotable aphorisms to a doctor, educator and leader whose proponent use of bedside teaching, careful clinical methods, and clinicopathological correlation was a great inspiration for students and junior doctors. He was also a great advocate of patient-centred care—listening to and closely observing his patients, an important message for modern medicine as the reliance on investigations strains modern healthcare systems. This review of Osler’s contribution to medical education summarises his development as an educator and provides reflection on his influences to modern clinical education.
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Ting, D. K., B. Bailey, F. Scheuermeyer, T. M. Chan, and D. R. Harris. "P150: Emergency medicine resident perspectives on journal club as a community of practice and its impact on clinical medicine." CJEM 20, S1 (May 2018): S110. http://dx.doi.org/10.1017/cem.2018.348.

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Introduction: Despite revolutionary changes in the medical education landscape, journal club (JC) continues to be a ubiquitous pedagogical tool and is a primary way that residency programs review new evidence and teach evidence-based medicine. JC is a community of practice among physicians, which may help translate research findings into practice. Program representatives state that JC should have a goal of translating novel research into changes in clinical care, but there has been minimal evaluation of the success of JC in achieving this goal. Specifically, emergency medicine resident perspectives on the utility of JC remain unknown. Methods: We designed a multi-centre qualitative study for three distinct academic environments at the University of British Columbia (Vancouver, Victoria and Kelowna). Pilot testing was performed to generate preliminary themes and to finalize the interview script. An exploratory, semi-structured focus group was performed, followed by multiple one-on-one interviews using snowball sampling. Iterative thematic analysis directed data collection until thematic sufficiency was achieved. Analysis was conducted using a constructivist Grounded Theory method with communities of practice as a theoretical lens. Themes were compared to the existing literature to corroborate or challenge existing educational theory. Results: Pilot testing has revealed the following primary themes: (1) Only select residents are able to increase their participation in JC over the course of residency and navigate the transition from peripheral participant to core member; (2) These residents use their increased clinical experience to perceive relevance in JC topics, and; (3) Residents who remain peripheral participants identify a lack time to prepare for journal club and a lack of staff physician attendance as barriers to resident engagement. We will further develop these themes during the focus group and interview phases of our study. Conclusion: JC is a potentially valuable educational resource for residents. JC works as a community of practice only for a select group of residents, and many remain peripheral participants for the duration of their residency. Incorporation of Free Open-Access Medical Education resources may also decrease preparation time for residents and staff physicians and increase buy-in. To augment clinical impact, the JC community of practice may need to expand beyond emergency medicine and include other specialties.
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Curtis, Kate, Margaret Fry, Sarah Kourouche, Belinda Kennedy, Julie Considine, Hatem Alkhouri, Mary Lam, et al. "Implementation evaluation of an evidence-based emergency nursing framework (HIRAID): study protocol for a step-wedge randomised control trial." BMJ Open 13, no. 1 (January 2023): e067022. http://dx.doi.org/10.1136/bmjopen-2022-067022.

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IntroductionPoor patient assessment results in undetected clinical deterioration. Yet, there is no standardised assessment framework for >29 000 Australian emergency nurses. To reduce clinical variation and increase safety and quality of initial emergency nursing care, the evidence-based emergency nursing framework HIRAID (History, Identify Red flags, Assessment, Interventions, Diagnostics, communication and reassessment) was developed and piloted. This paper presents the rationale and protocol for a multicentre clinical trial of HIRAID.Methods and analysisUsing an effectiveness-implementation hybrid design, the study incorporates a stepped-wedge cluster randomised controlled trial of HIRAID at 31 emergency departments (EDs) in New South Wales, Victoria and Queensland. The primary outcomes are incidence of inpatient deterioration related to ED care, time to analgesia, patient satisfaction and medical satisfaction with nursing clinical handover (effectiveness). Strategies that optimise HIRAID uptake (implementation) and implementation fidelity will be determined to assess if HIRAID was implemented as intended at all sites.Ethics and disseminationEthics has been approved for NSW sites through Greater Western Human Research Ethics Committee (2020/ETH02164), and for Victoria and Queensland sites through Royal Brisbane & Woman’s Hospital Human Research Ethics Committee (2021/QRBW/80026). The final phase of the study will integrate the findings in a toolkit for national rollout. A dissemination, communications (variety of platforms) and upscaling strategy will be designed and actioned with the organisations that influence state and national level health policy and emergency nurse education, including the Australian Commission for Quality and Safety in Health Care. Scaling up of findings could be achieved by embedding HIRAID into national transition to nursing programmes, ‘business as usual’ ED training schedules and university curricula.Trial registration numberACTRN12621001456842.
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Thompson, Emma J., Miriam H. Beauchamp, Simone J. Darling, Stephen J. C. Hearps, Amy Brown, George Charalambous, Louise Crossley, et al. "Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study." BMJ Open 8, no. 2 (February 2018): e016633. http://dx.doi.org/10.1136/bmjopen-2017-016633.

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BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.
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Ichinose, Yoshio. "Kenya Research Station and its Research Activities." Journal of Disaster Research 9, no. 5 (October 1, 2014): 807–12. http://dx.doi.org/10.20965/jdr.2014.p0807.

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The Institute of Tropical Medicine Kenya Research Station of Nagasaki University (NUITM) was established in 2005 with Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) funds. The station involves clinical and epidemiological research programs focusing on tropical medicine and emerging infectious diseases based on education and research exchanges between Africa and Japan. This project is supported by about 22 Japanese staff members, including short-termers, in addition to 85 Kenyan staff members. It has at least 12 research groups studying the prevention of tropical and emerging diseases in collaboration with stakeholder institutions. The station also implements a JICA grassroots technical cooperation project since 2012. In April 2010, the Nagasaki University Africa Research Station was incorporated into the Kenya Research Station, enabling other faculties to conduct research in Kenya. The Nagasaki University School of Dentistry then started an oral health survey in Mbita and the Schools of Fisheries, Engineering, and Health Sciences have started joint research projects conserving and managing Lake Victoria basin water and fishery resources. Our aim is to develop a foundation enabling researchers from all different fields to conduct research for improving local community health and living standards. The NUITM was invited to become an associate member of the Japan Initiative for Global Research Network on Infectious Diseases (J-GRID) in 2011.
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Mukhida, K., and I. Mendez. "The Contributions of W.D. Stevenson to the Development of Neurosurgery in Atlantic Canada." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 26, no. 3 (November 1999): 217–23. http://dx.doi.org/10.1017/s0317167100000317.

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The establishment of a neurosurgical department in Halifax in January 1948 marked the beginnings of the first dedicated neurosurgical service in Atlantic Canada. The development of neurosurgery in Halifax occurred in a receptive place and time. The Victoria General Hospital, the region’s largest tertiary care centre, and the Dalhousie University Faculty of Medicine were in a period of growth associated with medical specialization and departmentalization, changes inspired in part by the Flexner Report of 1910. Atlantic Canadians during this period were increasingly looking to specialists for their medical care. Although this social environment encouraged the establishment of surgical specialty services, the development of neurosurgery in Halifax, as in other parts of Canada, was closely associated with the efforts of individual neurosurgeons, such as William D. Stevenson. After training with Kenneth G. McKenzie in Toronto, Stevenson was recruited to Halifax and established the first neurosurgical department in Atlantic Canada. From the outset and over his twenty-six years as Department Head at the Victoria General Hospital and Dalhousie University, Stevenson worked to maintain the department’s commitment to clinical practice, medical education, and research. Although Stevenson single-handedly ran the service for several years after its inception, by the time of his retirement in 1974 the neurosurgery department had grown to include five attending staff surgeons who performed over two thousand procedures each year. This paper highlights the importance of Stevenson’s contributions to the development of neurosurgery in Atlantic Canada within the context of the social and medical environment of the region.
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Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.

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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC
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Dissertations / Theses on the topic "Clinical medicine Education Victoria"

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Hudson, Michael B. "Mentoring effectiveness on clinical supervisors as perceived by athletic training students in the intercollegiate athletics clinical education experience /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052181.

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Somers, George Theodore 1951. "An approach to the understanding and measurement of medical students' attitudes toward a rural career." Monash University, School of Rural Health, 2004. http://arrow.monash.edu.au/hdl/1959.1/5190.

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Nasypany, Alan. "Survey of athletic training clinical education perceptions from the field /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4261.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vii, 115 p. Includes abstract. Includes bibliographical references (p. 76-82).
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Gana-inatimi, Joy. "Self-management education in pulmonary rehabilitation for patients with COPD." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/25388/.

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Pulmonary rehabilitation (PR) is an effective strategy to manage chronic obstructive pulmonary disease (COPD). Self-management is an evolving and under-researched area within PR. The aim of this thesis was to explore the impact of self-management on health outcomes in patients with COPD.
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Padmore, Jamie Sue. "A conceptual framework of the clinical learning environment in medical education." Thesis, University of Maryland University College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10041765.

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The hospital setting provides an environment for patients to receive medical care, for medical professionals to provide treatment, and for medical students and residents to learn the practice of medicine through supervised patient encounters. Education provided at the point of care allows students and residents to apply knowledge and develop clinical skills needed for medical practice. The hospital environment is also a confluence of learning and work, where applied learning takes place in an integrated and simultaneous manner with work duties. This setting, referred to as the clinical learning environment (CLE), is a focus for educators, scholars, administrators, regulators and accrediting agencies to understand, measure and improve it. While several instruments have been developed to measure the CLE, they suffer from great variation in subscales and content. The purpose of this study is to deconstruct the CLE, apply theories from related fields, and frame those theories in the context of the hospital setting to develop a conceptual framework for the CLE. A systematic review of the literature and thematic synthesis of existing research about the CLE provided evidence to inform and test a learning environment framework in the clinical setting. Data from qualitative CLE assessments, the ACGME Clinical Learning Environment Review (CLER) Pathways to Excellence, and existing CLE measurement instruments informed these results. Findings showed that a CLE framework consists of three mediating factors: learning, people, and change. As the clinical setting is a unique environment for learning, the people dimension (as a community of practice) was found to be the most influential on learning outcomes for students. The dimension of change was found to be most influential from the perspective of improving organizational or work outcomes, including patient care, clinical quality and patient safety. Findings from this study provide researchers and scholars with a framework to for developing measures of clinical learning environment effectiveness, and informing practitioners of CLE components and relationships that impact both learning and organizational outcomes.

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Bray, Farahnaz. "Student views on early clinical learning experiences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86497.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Aim - The aim of this study was to explore second year medical students’ perceptions of their early clinical experiences with a view to improving curriculum development so as to enhance early clinical training programmes at Stellenbosch University (SU). Methodology - A qualitative, interpretive study, based on semi-structured focus group discussions with second year medical students was conducted in order to capture the relevant data that would provide information about their attitudes, feelings, beliefs and views on their early clinical learning experiences during their first year of studying medicine at SU. Thirty seven students participated in four focus group discussions after a process of selection of candidates using purposive sampling methods and stratification criteria to obtain the research sample. The interviews were moderated by an external facilitator, and were audiotaped and transcribed verbatim. The data transcripts were analysed and manually coded, and four broad categories with subthemes which illustrated the findings of the study, were identified and decided upon by the researcher and verified by the supervisor. Results - Early clinical exposure was generally positively perceived by students. It fostered a sense of vocation and feeling like real doctors, leaving students motivated and enhancing their learning interest. Early clinical skills training led to students’ professional development, acquiring the technical skills of a doctor, familiarisation with basic clinical terminology, and normal clinical findings which prepared them for later clinical studies. The new setting of practical learning in a simulated environment required students to adapt to small group learning and student clinical demonstrations which developed new learning styles and study skills. Some of the challenges that students encountered in the transition to clinical learning were, understanding the new subject of clinical medicine, having limited background knowledge to acquire basic clinical skills, and student clinical demonstrations. Although the strategy of peer physical examination was perceived to be effective, some ethical dilemmas emerged for students in terms of autonomy, and no opportunities available to practice on female models. Acting as a simulated patient proved to have both positive and negative outcomes on students’ skills acquisition. Factors that had a negative outcome on clinical skills learning were limited practice opportunities due to high student to teacher ratios per clinical session, and the variability of teaching content and practical techniques taught by various clinical tutors with different teaching strategies. The most stressful experience for students was the OSCE since it was a new method of assessment. Stress was attributed to uncertainty about the correct clinical content and techniques resulting from the teaching variability, while performance anxiety during the exam was related to inappropriate examiner behaviour. The OSCE was a positive learning experience because its format simulated the hospital setting which fostered students’ critical thinking abilities and time management. Conclusion - Early clinical exposure and practice have a great impact on junior medical students’ academic growth, and have positive learning outcomes. However, further development by the faculty in the areas of didactic skills, addressing the ethical issues related to student clinical demonstrations, and supporting students to enable a smooth transition to clinical learning will enhance and optimise their early clinical training.
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Wiseman, Jeffrey. "The patient problem list and clinical reasoning : linking education to practice." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83167.

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This study examined how medical tutors used a tool from clinical practice known as the patient problem list to support students' clinical reasoning in a natural internal medicine ward setting. A grounded 2 case comparative study was conducted with 2 real patient case discussions by a tutor and 3 pre-clerkship students and a resident and 1 clerkship level student respectively. Codes that emerged by verbal analysis of the data were related to each other in a discourse map. In both cases evidence of cognitive apprenticeship teaching strategies and the patient problem list shaped and were shaped by a spiral model of increasingly elaborate shared knowledge. The patient problem list links tutor support to student education for practice with complex medical patients.
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Macdonald, Morag M. "Craft knowledge in medicine : an interpretation of teaching and learning in apprenticeship." Thesis, Open University, 1998. http://oro.open.ac.uk/56460/.

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The diagnosis and management of patients requires professional know-how or medical craft knowledge. To explain how this knowledge is acquired, this research asked 'How do medical experts pass on their craft?' Other questions arose through successive data collections and progressive focusing on what medical experts did well in their work and teaching. The programme comprised: pilot interviews with three expert physicians; a case study in a hospital medical unit; and paired consultant/SHO interviews. Participant observation, interviews, and expert-novice comparisons explored clinical work, teaching, and learning in apprenticeship. Data analysis of participants' responses and ward round discussions allowed identified categories to cluster within three inter-related constructs instrumental to the acquisition of medical knowledge: gaining experience in the experiential process of clinical practice (1); and the products of experience which manifest as experts' clinical expertise (2) and teaching/learning expertise (3). These constructs can be located within a model of apprenticeship based on Spady's (1973) analysis of authority in effective teaching containing two frames of reference: the social, 'traditional-legal'; and the individual, 'expert-charismatic'. The medical apprenticeship is associated with similar perspectives: the 'traditional-experiential' represents the professional process of learning through patient care with its infrastructure of clinical methods in presentation, discourse, and commentary; and the 'expert-charismatic' represents clinical and teaching expertise coupled with vocational enthusiasm. Experienced experts synthesised two repertoires of knowledge and skills derived from the craft knowledge of medicine and pedagogy, respectively. Both crafts are required for effective clinical education. While apprenticeship accommodates a range of teaching/learning experiences, in postgraduate education experts pass on knowledge through the deliberate engagement of junior doctors in diagnosis and management. The skills involved in this process were largely unrecognised by most senior and junior doctors and were not perceived as 'clinical teaching' although learning was structured through service-based work.
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Clark, Johanna M. "Empowerment of the Clinical Education Coordinator in the CAATE-Accredited Entry-Level Athletic Training Education Programs." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1208535080.

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Onder, Sylvia Wing. "Women and the dynamic interaction of traditional and clinical medicine on the Black Sea coast of Turkey /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907958023.

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Books on the topic "Clinical medicine Education Victoria"

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

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

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Graduate medical education and clinical clerkship training programs. Aurora, Colo: Fitzsimons Army Medical Center, 1985.

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Emerson, Roberta J. Nursing education in the clinical setting. St. Louis, Mo: Mosby, Elsevier, 2007.

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Nursing education in the clinical setting. St. Louis, Mo: Mosby Elsevier, 2007.

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C, Hosokawa Michael, and Lawler Frank H, eds. A practical guide to clinical teaching in medicine. New York: Springer Pub. Co., 1988.

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Vic, Neufeld, and Norman Geoffrey R, eds. Assessing clinical competence. New York: Springer Pub. Co., 1985.

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Seabrook, Mary. How to teach in clinical settings. Chichester, West Sussex: John Wiley & Sons, 2014.

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M, Hinchliff Susan, ed. Teaching clinical nursing. 2nd ed. Edinburgh: Churchill Livingstone, 1986.

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Book chapters on the topic "Clinical medicine Education Victoria"

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Metelmann, Hans-Robert, Stefan Hammes, Kristina Hartwig, Thomas von Woedtke, Tran Thi Trung Chien, and Ajay Rana. "Safe and Effective Plasma Treatment by Structured Education." In Comprehensive Clinical Plasma Medicine, 467–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67627-2_30.

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Scott, T. M. "Critical Thinking, Evidence-Based Medicine and Clinical Practice." In Advances in Medical Education, 795–97. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_242.

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Marks, Peter, and Sheila Gwizdak. "Clinical Research Education and Training for Biopharmaceutical Staff." In Principles and Practice of Pharmaceutical Medicine, 22–35. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325263.ch3.

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Ponce, Mario C., and Jeremy B. Richards. "Teaching Clinical Medical Students." In Medical Education in Pulmonary, Critical Care, and Sleep Medicine, 25–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10680-5_2.

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Ingram, D., and C. J. Dickinson. "A Review of Modelling and Simulation Techniques in Medical Education." In Computers and Control in Clinical Medicine, 213–43. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2437-9_8.

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Richards, Jeremy B., and Richard M. Schwartzstein. "Teaching Pre-clinical Medical Students." In Medical Education in Pulmonary, Critical Care, and Sleep Medicine, 1–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10680-5_1.

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Phillip, Evans. "Evidence-Based Medicine in Medical Education and Clinical Practice." In Scott-Brown’s Otorhinolaryngology Head and Neck Surgery, 495–501. Eighth edition. | Boca Raton : CRC Press, [2018] | Preceded by Scott-Brown’s otorhinolaryngology, head and neck surgery.: CRC Press, 2018. http://dx.doi.org/10.1201/9780203731031-44.

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Gough, S., R. Orr, A. Stirling, A. Raikos, B. Schram, and W. Hing. "Health Sciences and Medicine Education in Lockdown: Lessons Learned During the COVID-19 Global Pandemic." In Clinical Education for the Health Professions, 1–31. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-6106-7_141-1.

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Battles, J. B., L. M. Snell, E. Washington, and J. A. Bedford. "Recording Patient Encounters to Verify the Clinical Curriculum of a Family Medicine Clerkship." In Advances in Medical Education, 542–44. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_164.

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Janecki, J., and B. Blaszczak. "An Examination and Education System for Clinical Disciplines of Medicine." In Medical Informatics Europe 85, 624–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_121.

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Conference papers on the topic "Clinical medicine Education Victoria"

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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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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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"Educational practice to strengthen clinical medicine students' humanistic quality." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.112.

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Caraiane, Aureliana. "Dental Students Attitude Regarding The Clinical Education In Dental Medicine." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.45.

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Jin, Zhang, Wang Meng, Lin Na, and Du Hang. "Exploration and Reform in Education of Biochemistry for Clinical Medicine." In 2021 10th International Conference on Applied Science, Engineering and Technology (ICASET 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aer.k.210817.025.

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Xiaoling Zhu and Xiaofei Chen. "The application of information push technology in clinical medicine education." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291359.

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Xue, Haogang, and Shougang Wang. "Research Practice of Stagewise Model in Clinical Medicine Teaching." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.47.

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Donadey, Alain, Francois Langevin, Gilbert Farges, and Patrick Plassais. "Clinical engineering education at Compiègne University." In 1992 14th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1992. http://dx.doi.org/10.1109/iembs.1992.5761396.

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Zhuo, Zhang, Cheng Changxia, and Zhang Haiyan. "Fundamental Research on the Applications of Clinical Skill Training Centers on the Education of Clinical Medicine." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.107.

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Ma, Lianhuan, and Shoupeng Liu. "Training and application of SSP in Clinical Medicine Students." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.213.

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