Relevant bibliographies by topics / Clinical Teachers

Academic literature on the topic 'Clinical Teachers'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Clinical Teachers"

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Myers, Kathryn A. "Evaluating Clinical Teachers." Academic Medicine 76, no. 3 (March 2001): 286. http://dx.doi.org/10.1097/00001888-200103000-00021.

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Rhoton, M. F., and H. F. Cascorbi. "GOOD CLINICAL TEACHERS." Anesthesiology 63, Supplement (September 1985): A491. http://dx.doi.org/10.1097/00000542-198509001-00491.

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Shamsuddin, AKM, Humayun Kabir Talukder, Tahmina Nargis, Khairul Alam, and Nasrin Sultana. "Roles performed by clinical teachers in undergraduate medical education of Bangladesh." Bangladesh Journal of Medical Education 6, no. 1 (April 17, 2017): 19–23. http://dx.doi.org/10.3329/bjme.v6i1.32206.

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A clinical teacher has dual roles to perform in undergraduate medical education along with a major role as patient management. But these roles are not clearly recognized by them. That's why views of clinical teachers and students about roles performed by clinical teachers in undergraduate medical education were studied in eight different government and private medical colleges within and outside Dhaka city. Two sets of questionnaires were developed for teachers and students to explore their views on roles performed by teachers. Total 671 clinical students and 88 clinical teachers having at least two years teaching experience were included. Convenient sampling techniques were used. Seven major roles of clinical teachers were taken into consideration against which teachers and students were expressed their views. Roles were 1. Information provider in the class 2. Role model for the students 3. Students facilitator 4. Curriculum executor. 5. Instructional material creator 6.Student's assessor and 7. Role of teachers on research activities. In this study 52.27% teachers had experience on workshop and training on teaching methodology and 38.82 % had no experience on teaching and learning. Teachers expressed their views against their performances of all the roles for more than two third classes. While students viewed against teachers performances in less than a half of the classes. Teachers mentioned that excess clinical load, administrative work and bad political environment hampered their teaching roles. They also suggested that different courses on teaching and learning, teacher's evaluation system and regular faculty development programme would help to improve in clinical teaching.Bangladesh Journal of Medical Education Vol.6(1) 2015: 19-23
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Vonette, Vera, Ian Indrata, Hasondrorogo Daya, Elisabet Kristanti, and Arlawati Ginting. "Peningkatan Kemampuan Berkomunikasi Dengan Peserta Didik Melalui Supervisi Klinis Bagi Guru SD Negeri 5 Surabaya Pada Semester I Tahun Ajaran 2016/2017." Journal Kerusso 3, no. 2 (September 19, 2018): 1–8. http://dx.doi.org/10.33856/kerusso.v3i2.90.

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The ability of teachers to manage student interactions in learning activities relates to communication between students and other students, students with teachers and vice versa. The purpose of this study was to measure the improvement in the ability of Surabaya Elementary School 5 teachers to communicate with students after clinical supervision. This classroom action research was carried out by taking place at SD Negeri 5 Surabaya. The school's action research was conducted in the first semester of the 2016/2017 school year. The subject of this study was the teacher of SD Negeri 5 Surabaya, amounting to six teachers. The results of this study are the teacher's ability to communicate with students from cycle to cycle has increased, namely from prasiklus 33.86%, the first cycle of 66.08%, and the second cycle of 88.30%, so that the increase during the action is 54, 44%. Increases occur in all aspects. The increase in teachers' abilities was due to clinical supervision activities based on objective assessments that were delivered transparently to teachers, besides the implementation of supervision with a small number of teachers tended to facilitate communication between researchers, principals and teachers. The existence of such supervision increases the teacher's awareness of the importance of the ability to communicate with students, and raises the awareness of teachers that this ability is one aspect of teacher performance assessment.
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Cornbleth, Catherine, and Jeanne Ellsworth. "Teachers in Teacher Education: Clinical Faculty Roles and Relationships." American Educational Research Journal 31, no. 1 (March 1994): 49–70. http://dx.doi.org/10.3102/00028312031001049.

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Bencherab, Azzeddine, and Ali Al Maskari. "Clinical Supervision: A Genius Tool for Teachers’ Professional Growth." Universal Academic Research Journal 3, no. 2 (June 1, 2021): 51–57. http://dx.doi.org/10.17220/tuara.2021.02.11.

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Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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Graham, Kathy C., Richard C. Hohn, Peter H. Werner, and Amelia M. Woods. "Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program." Journal of Teaching in Physical Education 12, no. 2 (January 1993): 161–79. http://dx.doi.org/10.1123/jtpe.12.2.161.

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The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.
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Steiner, I. P. "Resident Evaluation of Clinical Teachers Based on Teachers' Certification." Academic Emergency Medicine 10, no. 7 (July 1, 2003): 731–37. http://dx.doi.org/10.1197/aemj.10.7.731.

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Goodwin, A. Lin, Rachel Roegman, and Emilie M. Reagan. "Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching." Urban Education 51, no. 10 (August 3, 2016): 1198–225. http://dx.doi.org/10.1177/0042085915618720.

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This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much insight into the challenges of clinically rich teacher preparation for a particular urban context, raising several dilemmas that should be considered amid the calls for teacher preparation that is deeply rooted in field practice.
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Dissertations / Theses on the topic "Clinical Teachers"

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Chow, Shirley. "Nursing students' and clinical teachers' perceptions of effective teacher characteristics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/420.

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Instructional and organisational strategies can improve students' transfer of knowledge and skill to the workplace. Constraints on transfer include: 1. a shortage of teachers who can build transfer inlo programmes; and 2. time span (interval) between teaching of the task and transfer of learning. Fifteen nursing students and five clinical teachers from a university in Western Australia participated in the initial qualitative component of the study. These students and teachers were asked to list effective clinical teachers' behaviours which were then compared with beaviours listed in the Rauen's Clinical Instructor Characteristics Rating Scale (1974). Using a modified Rauen's Scale, 200 students from second and third year of their training participated in the quantitative component. whereby questionnaires were completed to evaluate perceived effective clinical behaviours. as well as the teachers' demonstration of the established effective teacher behaviours from Rauen's Scale, The influences of student and teacher variables (such as age. gender. level oftraining. previous work experience, perception. teacher qualification. employment s!atus and involvement in teaching theory). as well as students' perception of effectiveness of clinical facililation. was obtained by data analysis of the completed questionnaires, Correlational data obtained yielded insignificant relationships between student and teacher variables and the perception of effective clinical facilitation of learning. Overall, nursing students' perceptions of effective clinical facilitation was significanty positive.
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Schultz, Karen Kennedy. "What do Master Clinical (Experiential Teachers do When Teaching Clinically?" Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26957.

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An urgent need exists for balance between students learning the theory of clinical practice and becoming an expert. While theory is taught in the didactic setting, it is the experiential setting where the mastery of the clinical teacher is demonstrated. What does the master clinical teacher do that makes the studentâ s learning experience so significant? One must recognize the moment, capture the learning opportunity, and draw the student in so that learning can occur. Effective clinical teaching is paramount in creating empowered students and practitioners. This qualitative case study of a doctoral pharmacy program identified two master clinical preceptors and shadowed one in a hospital and the other in a retail pharmacy. Interactions between clinical preceptors and students were captured through direct observation, audio-tape, and complemented with in-depth interviews. Content analysis identified emerging themes yielding an emerging model of master clinical teaching, illuminating teachable moments between student and clinical preceptor, and the manner in which they interacted with each other and the clinical environment. The model highlights an approach for making the critical time on clinical rotations as effective as possible and offers a practical means to study interactions between students and preceptors, discerning those that lead to teachable moments. Features of the teachable moments are identified. Although expertise cannot be taught, current and future clinical teachers can use this study to improve their teaching and effectiveness in clinical teaching practice. The methodology of this study can be applied to future studies in the same discipline, other rotations, or other disciplines. This study augmented the literature in qualitative research in pharmacy education for clinical practice by 1) utilizing a methodology that could be used in future studies 2) identifying features of teachable moments in the interactions of clinical preceptors and students 3) exploring how the clinical preceptors dealt with the changing environment of their clinical teaching 4) offering an emerging model to guide clinical preceptors for making the critical clinical teaching time as effective as possible. Future studies could utilize this emerging model to gain further insight on clinical teaching practices thus increasing the expertise of clinical teaching.
Ph. D.
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Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)
Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
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Forbes, Helen V. "Clinical teachers' experiences of nursing and teaching." Connect to full text, 2006. http://hdl.handle.net/2123/2060.

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Thesis (Ph. D.)--University of Sydney, 2007.
Title from title screen (viewed 22 November 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2007 ; thesis submitted 2006. Includes bibliographical references. Also issued in print.
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Sellappah, Sue. "Questioning strategies: Their use by clinical teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1095.

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This study examined clinical teachers' use of questioning and the variations in their use of questioning as a teaching strategy. By using questioning and other appropriate teaching strategies, clinical teachers can facilitate the development of critical thinking, decision making, and problem solving in students. Effective use of questioning strategies involves asking low level and high level questions to facilitate recall of classroom knowledge and promote application of the knowledge to solve patient problems in varying clinical situations. Using a comparative descriptive design, this study used a convenience sample of 26 clinical teachers from one University School of Nursing to examine questioning during post-clinical conferences, which were audio taped. Questions asked by the clinical teachers at two post-clinical conference were identified and transcribed by the researcher. Using Craig and Page's (1981) framework, these questions were categorised by the researcher and an independent rater. Inter rater reliability for 850 of the questions asked was established at 85.6%. The remaining 143 questions were categorised following deliberation between the researcher and the independent rater. Data analysis was carried out using non parametric tests, which included Wilcoxon Matched-Pairs Signed ranks test, Mann Whitney U test, Kruskal Wallis test, and Spearman's rho. The findings of the study indicate that, although there was variation in the number of questions asked, this group of clinical teachers asked more low level questions. There was a significant difference in the number of low level questions asked between the two post clinical conferences, but no significant difference in the number of high level questions asked. There was no significant difference between the number of low level and high level questions asked at post-clinical conferences held in three different semesters. There was also no significant relationship between clinical teachers' academic qualifications and the types and levels of questions asked (p> .05). There were variations in the relationship between the professional experience of clinical teachers and the levels of questions asked. Based on the findings of the study, it is recommended that clinical teachers are taught how to ask questions, particularly high level questions.
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Tin, Jia Jian. "Student Bullying of Teachers in California Public Schools: A Study on Bullying and Its Impact on Teachers' Burnout." Thesis, Alliant International University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28002459.

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The purpose of the study was, first, to document the prevalence of Study Bullying of Teachers (SBT) in the state of California. Second, the study investigated if the experience of SBT predicted an increase in burnout among teachers. This study utilized the Copenhagen Burnout Inventory (CBI), a burnout scale with three dimensions (i.e., personal, work-related, and client-related). The study also used an SBT survey, which is a self-constructed survey based on previous studies. The SBT survey asked participants about their experience of SBT and how they reacted to being bullied. A total of 268 public school teachers in California participated in the study. The study found an 85.1% prevalence rate of SBT. Findings showed an increase in SBT predicted an increase in burnout across all three dimensions after controlling for the experiencing of being bullied by parents. The findings indicated verbal abuse and damaging teachers’ property had the most substantial effect on burnout. The results also showed in-person bullying predicted the increase in burnout but not online bullying.
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Ritchey, Brad Matthew. "Perceptions of initial licensure candidates regarding the effectiveness of field experiences and clinical practices in teacher preparation programming." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211904397.

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Ernstzen, Dawn V. "Students' and clinical teachers' views on effective clinical education in Physiotherapy at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1598.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.
Clinical education in health sciences is an important and distinct part of health care education. In clinical education situations, students learn to integrate the knowledge, skills, attitudes and values of the profession. The attainment of clinical competence is one of the main outcomes of the Clinical Physiotherapy module for physiotherapy students at Stellenbosch University (SU). In its Strategy for Teaching and Learning (2001:3), SU embraces a student-centered approach to teaching. In a student-centered approach towards teaching, the focus is on the quality and quantity of student learning. In the current changing context of higher education, all spheres of education need to be assessed to determine the meaning of student-centeredness and to establish whether it is achieved. The above-mentioned approach may lead to quality management in teaching and learning.
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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.

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Holmes, Susuan Posey Witte James E. "Student and faculty perceptions of clinical teaching effectiveness of full-time and part-time baccalaureate degree clinical nursing faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/HOLMES_SUSAN_9.pdf.

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Books on the topic "Clinical Teachers"

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Dotger, Benjamin H. Clinical simulations for teacher development: A companion manual for teachers. Charlotte, North Carolina: Information Age Pub., 2013.

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Virginia, Shippy, ed. Guiding clinical experiences: Effective supervision in teacher education. Norwood, N.J: Ablex Pub., 1995.

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Balla, John I. The diagnostic process: A model for clinical teachers. Cambridge: Cambridge University Press, 1985.

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The diagnostic process: A model for clinical teachers. Cambridge [Cambridgeshire]: Cambridge University Press, 1985.

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Goldhammer, Robert. Clinical supervision: Special methods for the supervision of teachers. 3rd ed. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1993.

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Gilstrap, Robert L. The multiple roles of clinical faculty. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1996.

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Dotger, Benjamin H. I had no idea!, clinical simulations for teacher development. Charlotte, North Carolina: Information Age Pub., Inc., 2013.

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Teaching, assessing, and evaluation for clinical competence: A practical guide for practitioners and teachers. Cheltenham, Glos: Stanley Thornes, 2000.

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1942-, Gall Meredith D., and Acheson Keith A. 1925-, eds. Clinical supervision and teacher development: Preservice and inservice applications. 5th ed. New York: Wiley, 2003.

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Stephenson, Claire. Clinical teaching - an educational cinderella?: A comparative study on clinical teaching between staff nursesand nurse teachers. [S.l: The Author], 1990.

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Book chapters on the topic "Clinical Teachers"

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Erchul, William P., and Brian K. Martens. "Teachers as Consultees." In Issues in Clinical Child Psychology, 159–76. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-5747-4_9.

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Erchul, William P., and Brian K. Martens. "Teachers as Consultees." In Issues in Clinical Child Psychology, 131–49. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0078-4_7.

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Geweniger, Verena, and Alexander Bohlander. "Therapeutic Pilates: Clinical Conditions/Patient Examples." In Pilates − A Teachers’ Manual, 265–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38114-0_9.

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Newble, David, and Robert Cannon. "Teaching Practical and Clinical Skills." In A Handbook for Medical Teachers, 55–71. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1426-4_4.

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Newble, David, and Robert Cannon. "Teaching Practical and Clinical Skills." In A Handbook for Medical Teachers, 53–67. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-017-0578-3_4.

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Liu, Woon Chia. "Clinical Practice and Teacher Personhood." In Singapore's Approach to Developing Teachers, 134–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429433641-8.

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Salminen, Leena, and Camilla Strandell-Laine. "Cooperation Between Clinical Staff and Nurse Teachers." In The CLES-Scale: An Evaluation Tool for Healthcare Education, 81–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63649-8_8.

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Greene, Ross W. "Students with Attention-Deficit Hyperactivity Disorder and Their Teachers." In Advances in Clinical Child Psychology, 205–30. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-0323-7_6.

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Gibson, Jennifer E., Sharon Stephan, Nicole E. Brandt, and Nancy A. Lever. "Supporting Teachers Through Consultation and Training in Mental Health." In Issues in Clinical Child Psychology, 269–82. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7624-5_20.

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Martin, W. Gary, and Marilyn E. Strutchens. "Improving Secondary Mathematics Teacher Preparation Via a Networked Improvement Community: Focus On Clinical Experiences." In Educating Prospective Secondary Mathematics Teachers, 27–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_3.

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Conference papers on the topic "Clinical Teachers"

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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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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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Gallegos, Paula. "Leveraging Differences Between Clinical Teachers and Teacher Candidates to Support Growth in Professional Development Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583342.

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Souto, Isabel. "Psychosocial Risk Factors And Distress In Higher Education Teachers." In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.14.

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Khin-Htun, S., R. Dennick, and N. Cooper. "P46 Evaluating perceptions of teaching the teachers about clinical reasoning." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.129.

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Abdullah, Mohd Hassan, Intan Safinas Mohd Ariff Albakri, Ahmad Jazimin Jusoh, Syakirah Samsudin, Rosnidar Mansor, and Mariyati Mohd Nor. "DEVELOPING A MODEL FOR TEACHER CLINICAL EXPERIENCE AND INDUCTION FOR PREPARING QUALITY TEACHERS FOR THE FUTURE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2016.

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"Study on the Professional Growth Management Mode of Clinical Nursing Teachers." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.154.

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Zhiyong, Zhang, and Liu Fangqiu. "Health vocational schools’ clinical courses of Medicineq double typeq teachers’ training strategy." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.69.

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"Analysis on Teaching Competence of Clinical Teachers in Applied Undergraduate Medical Colleges." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.104.

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"Analysis on Teaching Competence of Clinical Teachers in Applied Undergraduate Medical Colleges." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.078.

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Reports on the topic "Clinical Teachers"

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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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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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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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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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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1149.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Bangladesh: Link adolescent reproductive health resources to increase access. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1005.

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Adolescents, who make up about 25 percent of the population of Bangladesh, have limited access to reproductive health (RH) information and services. With age at marriage increasing, young people are vulnerable to a variety of RH risks, including unwanted pregnancy and sexually transmitted infections (STIs). In 1999, FRONTIERS tested the feasibility, impact, and cost of several interventions to improve the RH of adolescents. The intervention took place in two experimental urban sites, while a third control site received prevailing services. Both sites received the community intervention, which involved sensitization and outreach to community stakeholders to encourage local support. Out-of-school adolescents were offered a 20-session “life skills” curriculum that included RH, and peer educators organized community events with RH themes. The experimental sites also received a clinical component, in which providers offered a variety of affordable, adolescent-friendly services. One site also received a school-based intervention, in which trained teachers provided the life-skills curriculum to eighth- and ninth-level students. As noted in this brief, school and community education schemes increased young people’s understanding of RH, and the establishment of links between schools and adolescent-friendly clinics increased the use of RH services.
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Bilingual Authorization Program Standards Content Analysis White Paper. Center for Equity for English Learners, 2020. http://dx.doi.org/10.15365/ceel.statement.2020.1.

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This white paper was developed in consultation with the Bilingual Authorization Working Group and reviews the 2009 California Commission on Teacher Credentialing (CTC) Bilingual Authorization Program Standards (BAPS). The analysis included current research in the field of bilingualism, equity, and dual language education. This Working Paper was presented to the CTC to influence and support efforts to update the BAPS. For each of the first set of five program standards, the authors offer: (1) descriptions of key elements within the standard; (2) recommended revisions; and (3) implications related to assessment, policy, and practice. The authors accepted standard 6 as written. Key recommendations included addressing the absence of field work and clinical experience. This paper includes a glossary of terms as well as an extended reference list across a variety topics in bilingual education.
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Mexico: Strengthen education on adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1007.

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Unprotected sex among Mexico’s young people often leads to unplanned pregnancy and unwanted births as well as risk of sexually transmitted infections (STIs) including HIV. From 1999 to 2002, FRONTIERS worked with the nongovernmental organization MEXFAM to test the feasibility, effectiveness, and cost of community-, clinic-, and school-based interventions to improve the reproductive health (RH) of youth aged 10–19. Eight cities were selected as intervention sites, and four as control sites. In the intervention sites, researchers worked with coordinators and “multipliers”—local community members such as teachers, community leaders, health-care providers, and peer educators—who taught courses on adolescent RH. In the community intervention, multipliers conducted outreach through events such as plays, sports events, parades, and concerts. In the clinic-based component, providers offered youth-friendly services at their health facilities. Four of the intervention cities also received a school-based intervention. As concluded in this brief, young people in Mexico have a general knowledge of RH, but their weak understanding of reproductive physiology and STIs makes them vulnerable to the consequences of risky behavior. Program managers should strengthen education on adolescent RH for both young people and service providers.
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Senegal: Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.

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Senegal is undergoing rapid urbanization, leading to changes in traditional social and family structure. With these changes there is a rise in early sexual activity among young adults, and increased exposure to unwanted pregnancy and sexually transmitted infections (STIs). In Senegal, where 28 percent of the population is 10–19 years of age, a renewed focus on reproductive health (RH) services appears timely. In 1999, FRONTIERS began testing the feasibility, effectiveness, and cost of several interventions to improve the RH of youth. The study took place in three urban communities in northern Senegal. Two served as intervention sites where community- and clinic-based interventions were offered (and in one a school-based intervention was included). One served as a control site. The community intervention included sensitization on adolescent RH for community and religious leaders, communication with parents, and education sessions. As part of the clinic-based intervention, providers and peer educators were trained to offer youth-friendly services. The school-based intervention trained teachers and peer educators to provide RH information to in-school and out-of-school youth. As noted in this brief, the intervention increased community awareness and improved young people’s knowledge.
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