Relevant bibliographies by topics / Clinical teaching

Academic literature on the topic 'Clinical teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Clinical teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Clinical teaching"

1

Reeve-Johnson, L. "Clinical teaching." Veterinary Record 130, no. 25 (June 20, 1992): 562. http://dx.doi.org/10.1136/vr.130.25.562-b.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Darke, P. "Clinical teaching." Veterinary Record 130, no. 25 (June 20, 1992): 562. http://dx.doi.org/10.1136/vr.130.25.562-c.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hays, Richard. "Clinical teaching." Clinical Teacher 9, no. 3 (May 16, 2012): 190–92. http://dx.doi.org/10.1111/j.1743-498x.2012.00563.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Samant, Omkr, and G. D. Vishnu Vardhan. "PERCEPTION OF UNDERGRADUATE PHYSIOTHERAPY STUDENTS TOWARDS CLINICAL ATTRIBUTES & CLINICAL TEACHING." International Journal of Physiotherapy and Research 8, no. 6 (December 11, 2020): 3715–22. http://dx.doi.org/10.16965/ijpr.2020.185.

Full text
Abstract:
Background: Physiotherapists work in a health care situation of constant rising complexity and rapid change and demands for accountability, of careful examination from both internal and external sources. In such situations, the ability to respond appropriately to these pressures is critical, not only for professional growth but also for professional survival. New generations of emerging physiotherapists require more than a solid foundation of clinical skills. They require a proper educational foundation that is reinforced with good attributes, attitude and skills that will help them in building their profession as well as their professional practice. Clinical Teaching is very important in preparing Physiotherapists for working with patients and it has long been recognized as a necessary part of Physiotherapy education. Context & Purpose of the study: The present study included 200 participants from 1st year there were around 52 students with average score of 106.63, 2nd year with around 55 students with average score of 106.13, 3rd year with around 22 students with average score of 107.9, 4th year with 71 students with average score of 104.39. Results: The result shows mean value of 105.75 and SD value of 12.80654. The result concluded that the Perception of Undergraduate Physiotherapy Students towards Clinical Attributes and Clinical Teaching is Good according to the gradings. Conclusion: The present study concluded that the Perception of Undergraduate Physiotherapy Students of Dr. A. P. J. Abdul Kalam College of Physiotherapy is Good. Overall, Undergraduate Physiotherapy Students rated the clinical teaching attributes of their teachers highly, and they were also satisfied and felt positively challenged during their clinical rotations. KEY WORDS: Perception, Clinical Attributes, Clinical Teaching, Undergraduate Students.
APA, Harvard, Vancouver, ISO, and other styles
5

Arja, Sateesh Babu,, Simi Paramban, Kumar Ponnusamy, Praveen Kottathveetil, Tarig Fadlallah Altahir Ahmed, and Sireesha Bala Arja. "PROCEDURALIZING THE ART OF CLINICAL SKILLS TEACHING." International Journal of Integrative Medical Sciences 7, no. 5 (June 30, 2020): 914–21. http://dx.doi.org/10.16965/ijims.2020.110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Petrozzi, Carlos. "Clinical teaching: The joy of teaching." Motivation and Emotion 19, no. 3 (September 1995): 237–43. http://dx.doi.org/10.1007/bf02250516.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

TANNER, CHRISTINE A. "Teaching Clinical Judgment." Annual Review of Nursing Research 5, no. 1 (September 1987): 153–73. http://dx.doi.org/10.1891/0739-6686.5.1.153.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tanner, Christine A. "On Clinical Teaching." Journal of Nursing Education 33, no. 9 (November 1994): 387–88. http://dx.doi.org/10.3928/0148-4834-19941101-03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Habib, Md Ahsan. "Teaching Clinical Anatomy." Journal of Armed Forces Medical College, Bangladesh 12, no. 2 (December 1, 2016): 1–2. http://dx.doi.org/10.3329/jafmc.v12i2.41076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hellyer, Paul. "Teaching clinical skills." British Dental Journal 230, no. 11 (June 2021): 752. http://dx.doi.org/10.1038/s41415-021-3149-y.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Clinical teaching"

1

Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.

Full text
Abstract:
The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.
APA, Harvard, Vancouver, ISO, and other styles
2

Schultz, Karen Kennedy. "What do Master Clinical (Experiential Teachers do When Teaching Clinically?" Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26957.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Hoffman, Kimberly Royston. "Influence of context on clinical teaching /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998484.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Reese, Cynthia E. "Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1901.

Full text
Abstract:
Thesis (Ph.D.)--Indiana University, 2009.
Title from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Jeffries, Daniel Pesut, Judith Halstead, Tamilyn Bakas. Includes vita. Includes bibliographical references (leaves 169-179).
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
Abstract:
This study examined the perceived importance of the 22 characteristic of effective clinical instructors as identified by- Katz in 1982. The effect of various demographic variables on these perceived values of importance was also investigated. Data were collected by means of a questionnaire survey instrument. A random sample of 354 nurse anesthesia program directors, CRNA clinical instructors and nurse anesthesia students from across the United States participated in this study. A 73 percent return rate was achieved. Characteristic mean scores of importance demonstrate that respondents perceived all 22 characteristics as either "very important" or "highly important." When all 22 characteristic mean scores for each group were arranged in descending order by the researcher, no significant difference was found between groups. Chi-square tests were significant between the professional groups and the perceived values of importance for four of the characteristics: Evaluation / Counseling, Positive Role Model, Flexibility, and Timely Feedback. No significant relationships were found among the demographic variables and the perceived importance of the 22 characteristics. Multiple regression analysis indicated that the demographic variables accounted for only an extremely small percent of the variance. In conclusion, since many of the mean scores were relatively close to each other, it seems reasonable to conclude that all four professional groups highly valued these characteristics and perceived them as critically important to clinical instruction. There was no significant difference in the way each professional group rank ordered the 22 characteristics. No previously reviewed study exhibited this same level of homogeneity among respondents. The researcher suggests that this homogeneity may be the result of previous clinical nursing experience and/or the nature of the anesthesia clinical environment itself. Findings in this study have implications for the continuing education and evaluation of nurse anesthesia faculty along with possible impacts on employment decisions.
APA, Harvard, Vancouver, ISO, and other styles
6

Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
7

Forbes, Helen V. "Clinical teachers' experiences of nursing and teaching." Connect to full text, 2006. http://hdl.handle.net/2123/2060.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

Abu, Bakar Zainudin Bin. "Clinical supervision in the Malaysian teaching practicum context." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425053.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chitsabesan, Praminthra. "Exploring ward-based clinical teaching behavious and characteristics." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500959.

Full text
Abstract:
Effective and efficient clinical teaching is essential with dwindling training hours and growing numbers of trainees and students, however, standards are variable across the UK and USA. Formative evaluation of clinical teaching performance can lead to standardisation and improvement. Current evaluation tools were assessed and found wanting in their development of appropriate formative criteria to evaluate. I employed a grounded theory exploration of ward round teaching to identify factors associated with effective or ineffective learning outcomes to inform the development of a new formative evaluation tool. The thesis was in two phases.
APA, Harvard, Vancouver, ISO, and other styles
10

Taylor, David. "Clinical academics' views on teaching undergraduate medical students." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2008822/.

Full text
Abstract:
The Medical School of the University of Liverpool is at a critical phase in its development. Through the 1990’s and 2000’s it improved from being at the bottom of the league tables, with graduates who were imperfectly prepared for their pre-registration house officer posts, to being at the top of the league tables with the best prepared graduates. In more recent years it has performed badly in the National Student Survey, and has, consequently fallen down towards the bottom of the league tables. The graduates are still well prepared, but the sense of cohesion and common endeavor within the medical school has been lost. This is manifest in several ways, but the trigger for this study was a difficulty in recruiting senior clinicians to teach our medical students. A series of semi-structured interviews was held with a purposive and convenience sample of fourteen senior clinicians. Nine of the participants were members of full time University staff with honorary National Health Service (NHS) contracts, and five were full time NHS clinicians with honorary University contracts. The gender balance was equivalent to that of the senior clinicians in our region (60M:40F). The approach taken in this study is a critical realist approach, whereby it is recognized that individual participants experience and interpret reality in their own particular ways. The factors that individuals consider to facilitate or frustrate their involvement in teaching undergraduate medical students are, at best, a proxy measure for the actual constraints and enablers. The themes extracted from the interviews were studied using a constructivist grounded theory method. The major enablers for being involved with teaching undergraduate medical students were the students themselves, and a desire to give them the best possible experience. The major constraints were a lack of clarity about expectations, a lack of recognition for those involved in teaching, and the difficulty of balancing competing imperatives. The two new elements uncovered in this study are the influence of colleagues (for good or ill) and the relative unimportance of “time” itself. A series of recommendations are made which involve leadership, communication, recognition, and, crucially, ensuring the agency of those who wish to be involved in educating undergraduate medical students. Awareness of these issues should strengthen the medical school in its resolve to improve the student experience, and rebuild our community of practice.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Clinical teaching"

1

Ladyshewsky, Rick. Clinical teaching. Jamison Centre, Australian Capital Territory: Higher Education Research and Development Society of Australasia Inc., 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

White, Ruth. Clinical teaching in nursing. London: Chapman & Hall, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mookherjee, Somnath, and Ellen M. Cosgrove, eds. Handbook of Clinical Teaching. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33193-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

White, Ruth, and Christine Ewan. Clinical Teaching in Nursing. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3354-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

D, Cebul Randall, and Beck Laurence H, eds. Teaching clinical decision making. New York: Praeger, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 3rd ed. New York, NY: Springer Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 2nd ed. New York: Springer Pub., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Clinical teaching"

1

White, Ruth, and Christine Ewan. "Clinical teaching." In Clinical Teaching in Nursing, 1–18. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3354-6_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zaidi, Shabih, and Mona Nasir. "Clinical Teaching." In Teaching and Learning Methods in Medicine, 239–65. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Riddle, Janet M. "Teaching Clinical Skills." In An Introduction to Medical Teaching, 77–91. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9066-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vaswani, Vina. "Clinical Ethics: Teaching." In Encyclopedia of Global Bioethics, 1–6. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05544-2_88-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Riddle, Janet M. "Teaching Clinical Skills." In An Introduction to Medical Teaching, 65–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3641-4_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Smith, Megan, Stephen Loftus, and Tracy Levett-Jones. "Teaching Clinical Reasoning." In Educating Health Professionals, 269–76. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Riddle, Janet M., and Alison F. Doubleday. "Teaching Clinical Skills." In An Introduction to Medical Teaching, 147–60. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85524-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Vaswani, Vina. "Clinical Ethics: Teaching." In Encyclopedia of Global Bioethics, 570–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-09483-0_88.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Johnson, Bethany C., David DiLillo, and Calvin P. Garbin. "Teaching." In Handbook of Clinical Psychology Competencies, 573–608. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Clinical teaching"

1

Li, He, Jian-Guang Chen, Chun-Mei Wang, Hong-Xia Sun, Jing-Hui Sun, Cheng-Yi Zhang, and Pei-Ge Dug. "Thinking of Clinical Pharmacy Teaching Reform." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0067.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Meng, Fanping, Lina Zhou, Yuanyuan Zhao, and Min Zhang. "Clinical Teaching Experience of Emergency Nursing Students." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.42.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Li, He, Chun-Mei Wang, Hong-Xia Sun, Cheng-Yi Zhang, Jian-Guang Chen, and Jing-Hui Sun. "Application of PBL in the Teaching of Clinical Pharmacology in Clinical Pharmacy Undergraduates." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0065.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Prasad, M., JD Christie, GD Rubenfeld, and JM Kahn. "Availability of Clinical Protocols in US Teaching ICUs." In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a2161.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jing, Shu, Cong Liu, He Li, and Weihai Jiang. "EXPERIENCE ON THE CLINICAL PRACTICE TEACHING OF SURGERY." In 2016 International Conference on Biotechnology and Medical Science. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789813145870_0061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Svobodová, Pavla, Jana Kantorová, and Iva Koribska. "EVALUATION OF PRACTICAL TEACHING BY UNDERGRADUATE NURSING STUDENTS IN A CLINICAL TEACHING ENVIRONMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Meng, Rui, and Rui Yang. "Teaching Reform of Pathophysiology Experiment based on Clinical Practice." In Proceedings of the 1st International Conference on Business, Economics, Management Science (BEMS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/bems-19.2019.112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Elie, Martine. "STUDENT PERCEPTION OF CLINICAL SIMULATIONS AS A TEACHING TOOL." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1809.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ratcliffe, Charlotte, and Luke Simonds. "150 Paediatric clinical teaching fellows improve medical student experience." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.605.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Becher, Ayelet. "Teaching as a Clinical Profession: Adapting the Medical Model." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682049.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Clinical teaching"

1

Ni, Jinhui, Pei Wu, Xinlin Huang, and Li Liao. Effects of five teaching methods in clinical nursing teaching: A protocol for systematic review and network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0040.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

Full text
Abstract:
Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
APA, Harvard, Vancouver, ISO, and other styles
3

McCollough, Cynthia H., J. Ed Barnes, Phillip C. Berry, Michael J. Dennis, Alain L. Fymat, Rosemary Gallagher, Bruce J. Gerbi, et al. A Guide to the Teaching of Clinical Radiological Physics to Residents in Diagnostic and Therapeutic Radiology. AAPM, 1999. http://dx.doi.org/10.37206/63.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

Full text
Abstract:
As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
APA, Harvard, Vancouver, ISO, and other styles
6

CAMH services, integrative methods, and quality improvement. ACAMH, February 2022. http://dx.doi.org/10.13056/acamh.19061.

Full text
Abstract:
In this podcast, we talk to Dr. Sundar Gnanavel, winner of ACAMH’s 2021 Postgraduate Clinical Trainee of the Year Award, about teaching clinical psychiatry, the use of integrative methods, CAMH services, and quality improvements.
APA, Harvard, Vancouver, ISO, and other styles
7

Senegal: Train more providers in postabortion care. Population Council, 2000. http://dx.doi.org/10.31899/rh2000.1004.

Full text
Abstract:
Recognizing unsafe abortion as a serious health problem, the government of Senegal adopted a national health strategy in 1997 that aims to halve the number of unsafe abortions by 2001. In 1997, the Center for Training and Research in Reproductive Health (CEFOREP) and the Obstetrics and Gynecology clinic (CGO) at Le Dantec University Teaching Hospital in Dakar introduced new clinical techniques to improve emergency treatment for women with complications from miscarriage or abortion. CGO and two other teaching hospitals served as pilot sites. Physicians, nurses, and midwives at the three sites received training in manual vacuum aspiration, family planning, and counseling. To measure the impact of the training, CEFOREP interviewed 320 women receiving emergency treatment and 204 providers before the intervention, and 543 patients and 175 providers after. This brief states that improving postabortion care services can result in shorter hospital stays, decreased patient costs, better communication between providers and patients, increased acceptance of contraceptive use by women treated for abortion or miscarriage, and that local anesthesia is needed for pain control.
APA, Harvard, Vancouver, ISO, and other styles
8

Testing alternative channels for providing emergency contraception to young women. Population Council, 2001. http://dx.doi.org/10.31899/rh2001.1030.

Full text
Abstract:
In September 1997, the Population Council and Lusaka’s University Teaching Hospital (UTH) launched a 15-month study to identify and explore the range of issues relating to the introduction of emergency contraception (EC) within a developing country context. The study allowed clinic-based family planning providers to accumulate enough first-hand experience to be able to identify strategies for overcoming difficulties associated with the introduction or delivery of EC services. One issue on most participants’ minds was the need to expand the delivery of EC services toward young women, especially out-of-school women, who are harder to reach. Participants recommended that future research activities look beyond school-based health facilities and focus on institutions such as pharmacists, peer counselors, youth clubs, community organizations, or even sports associations. The findings of the 1997 UTH study on EC indicated the kinds of facilities young people were likely to reject, but provided little indication of what types of outlets they might prefer. As noted in this report, the present study was designed with that objective in mind.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Clinical teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography