Clinical Teaching Methods Research Articles

Assessment and Evaluation of the Impact of Concept Mapping and Clinical Teaching Method (Demonstration) on Wound Dressing in Terms of Knowledge and Practice

Concept mapping is a teaching strategy that is used to encourage students to learn. It is a set of valuable tools for critical thinking and problem-solving. It is an educational tool used to describe relationships among concepts. Sought to assess and evaluate the impact of concept mapping and clinical teaching method (demonstration) on wound dressing in terms of knowledge and practice, this study adopted a non-randomised control group (quasi- experimental) design. The total size of sample 106. Total enumeration sampling technique was used. In experimental group mean post-test knowledge score (16.39±2.45) was higher than that of the pre-test (9.37±2.8) and the mean post-test practice score (15.55±2.13) was higher than that of the pre-test (6.89±1.48). In control group the mean post-test knowledge score (10.78±2.51) was higher than that of the pre-test (8.1±2.24) and the mean post-test practice score (13.4±2.30) was higher than that of the pre-test (7.38±1.70). The present study revealed that concept mapping method is an asset for the nursing students for improving cognitive and student’s active learning. Better outcome can be achieved using concept mapping method

Clinical error management training for midwifery students in Shahid Sadoughi University of Medical Sciences, Yazd.

INTRODUCTION:Today, the quality of health services is considered to be providing “error-free” services, at the right time, by the right person and with the least resources. In recent years, education through evidence-based care has been emphasized by health system policymakers as a way to improve care standards. Therefore, the purpose of this study is to teach clinical error management to midwifery students in Shahid Sadoughi University of Medical Sciences in Yazd.METHODS:The present study was performed using consensus-based methods based on Delphi technique to identify the most common errors and the best educational solution for its management with the participation of 21 midwives by purposive sampling method in Shahid Sadoughi University of Medical Sciences in Yazd in 2018. The rate of agreement was 75% or more. Descriptive statistical methods and SPSS-18 software were used for analysis.RESULTS:The most important errors mentioned were as follows: In the field of hospital care, it was the scope of care during labor and in clinical care, it was the scope of prenatal care. The most important error reduction strategies that were considered in the clinical guide in general were emphasizing the following: active supervision of instructors during the provision of students' clinical services, paying attention to the evaluation of service provision with the least incidence of errors in end-of-course evaluation, make changes in clinical teaching methods, attention to the use of active teaching methods and the use of educational software. The cases were considered separately in each of the mentioned errors.DISCUSSION AND CONCLUSION:Incidence of errors in pregnancy and childbirth as the most errors of midwifery students in the field of hospital and clinical care was agreed on. Therefore, considering this issue and the importance of preventing errors to provide quality services to mothers and infants, it seems that it is time to make changes in clinical education in this field by emphasizing the use of active educational methods.

The need and art of establishing skill and simulation centers to strengthen skill-based medical education: Learning insights and experience.

Background:Evidence-based medicine seeks to improve medical education, which requires high competency levels in various clinical skills such as examination of patients and execution of clinical techniques on patients by integrating skill and simulation-based teaching and learning as supplementary to traditional methods of bedside clinical teaching. Hence, a safely prepared and controlled environment with trained interdisciplinary teams is very essential in providing such effective medical education to students as well as health-care professionals. The ongoing skill and simulation center project aims to provide teaching, training, and learning in various clinical procedures for both medical students and clinicians.Materials and Methods:The project management cycle framework was used which included the phases of planning, designing, training, and implementation. Having picked the model for the proposed skill and simulation center, that is, redefining medical education with skill and simulation-based teaching, training, and learning, it was decided to establish this skill and simulation center.Results:The functional skill and simulation center unit with the state-of-the-art infrastructure along with a trained multidisciplinary team was achieved. There are also academic programs, which include the demonstration of various clinical and surgical skills and workshops on simulation-based medical education.Conclusion:It was possible to establish a comprehensive skill and simulation center and achieve best practices in medical education by optimal investment in infrastructure and improving the available human resources. Detailed planning is required, across a variety of domains. We hope our experiences shared in this article will help other medical colleges and hospitals across the region, both nationally and globally, toward establishing similar educational facilities.

Consideration on Clinical Technical Teaching Methods for Judging Contact Site When Checking the Fit of Mandibular Complete Dentures for Trainee Dentists

Consideration on Clinical Technical Teaching Methods for Judging Contact Site When Checking the Fit of Mandibular Complete Dentures for Trainee Dentists

Insights on the Clinical Teaching Needs of Nurse Practitioner Preceptors

Preceptors for nurse practitioner (NP) students are vital in the educational process. Many preceptors have not had formal education regarding their teaching and learning responsibilities. A survey of NP preceptors was conducted at a national NP conference to identify specific development/training and resource needs and to determine the extent to which preceptors were using structured clinical teaching methods. The survey findings indicated that the overwhelming majority of preceptors had not attended preceptor development/training along with one third not feeling prepared to teach NP students. Preceptors identified and used unstructured teaching methods more commonly than structured methods that improve educational outcomes.

Use of Simulation Methods in Social Work Research on Clinical Decision-Making

While simulation has become an increasingly sophisticated and standardized method of clinical teaching and performance assessment in social work, unlike other clinical and health care fields, it is not generally used in other areas of social work research. Yet, it has the potential to address challenges and limitations in several areas of social work research. For instance, in the area of professional decision-making, research has demonstrated high variability in the conclusions of not only different professionals encountering the same case, but also in a single professional encountering a case at different times. However, research that would elucidate differences in professional decision-making is complicated by logistical and ethical constraints of real-life practice, and the fact that professional decision-making occurs outside the realm of conscious deliberation rendering the individual unable to fully articulate the process by which they arrived at their final conclusion. Simulation research methods can address some of these challenges through providing the opportunity to: observe professional decision-making in real time; reflect on the decisional process while reviewing recordings; and compare the approaches of professionals to standardized cases. This paper reviews the use of simulation research methods in clinical and health science fields and the types of simulation research. It then describes the manner in which simulation methods have been applied to a specific program of social work research that examines professional decision-making in high stakes situations, contributing to clinical practice.

Stakeholder perceptions about the establishment of medical simulation-based learning at a university in a low resource setting: a qualitative study in Uganda

BackgroundSimulation based learning (SBL) is a technique where teachers recreate “real life” clinical experiences for health care teams for purposes of gaining clinical skills in a safe environment. There is evidence that SBL is superior to the traditional clinical teaching methods for acquisition of clinical skills. Although it is well established in resource rich settings, there is limited experience in resource limited settings and there is uncertainty regarding how SBL will be perceived among the stakeholders in medical education. As part of the steps leading to implementation of a SBL program at a university in Uganda, we sought to describe the perceptions of various stakeholders regarding the introduction of SBL methodology into learning at a medical school in Uganda.MethodsWe conducted a formative qualitative assessment using key informant interviews (KIIs) among faculty members and university administrators and focus group discussions (FGDs) among medical and nursing students at Mbarara University of Science and Technology. Data were collected till saturation point and were transcribed and analyzed manually using open and axial coding approaches to develop themes.ResultsWe conducted seven KIIs and three FGDs. Overall, findings were categorized into five broad themes: 1. Motivation to adopt simulation-based learning 2. Prior experience and understanding of simulation-based education 3. Outcomes arising from introduction of medical simulation 4. Drawbacks to establishment of medical simulation; and 5. Potential remedies to the drawbacks. Overall, our data show there was significant buy-in from the institution for SBL, stakeholders were optimistic about the prospects of having a new method of teaching, which they perceived as modern to complement the traditional methods. There was significant knowledge but very limited prior experience of medical simulation. Also, there was some concern regarding how students and faculty would embrace training on lifeless objects, the human resources needed and sustainability of simulation-based learning in the absence of external funding.ConclusionStakeholders perceive SBL positively and are likely to embrace the learning methods. Concerns about human resource needs and sustainability need to be addressed to ensure acceptability.

The Effects of Computer-Aided Animation Technology in the Teaching of Hematological Medicine

Clinical hematology and hematology are one of the main courses of the Department of Medical Laboratory Science. In experimental teaching, students are required to correctly identify a variety of cells in bone marrow under a microscope, which is one of the most difficult content for students to master. The traditional experimental teaching of cell morphology has brought different degrees of influence on the teaching effect. In order to make it easier, faster and effective for teachers to teach students about cell morphology in the limited teaching time, and to allow students to more intuitively recognize various cells and increase their interest in learning, it is necessary to reform the experimental teaching methods. Computer-aided animation technology is a three-dimensional composition technology that can display things in reality in three-dimensional images. Applying computer-assisted animation technology to the teaching of hematology in medical schools can display cell morphology more vividly. This will help deepen students' understanding of classroom knowledge. Therefore, this study selected clinical undergraduates who were internships in the Department of Hematology as the research objects. 235 students in the experimental group used the 3D animation technology teaching method in computer-assisted animation technology to teach students "Morphological Changes in the Process of Cellular Immune Regulation"; 257 students in the control group used traditional clinical teaching methods. Through questionnaire surveys and personal interviews, understanding the evaluation of students and teachers on this teaching mode, and comparing the teaching effect through theoretical examination and practical skill assessment.

Reimagining Headache Fellowships.

InMarch of 2020,the COVID-19 pandemic led to drastic changes in clinical practice and teaching methods. This article relates the experience of developing an almost virtual headache fellowship in response to the pandemic.

Clinical Supervisors’ Preparedness for Clinical Teaching of Undergraduate Nurses at a University in the Western Cape

Clinical supervision is crucial for the development of nursing students’ clinical competence; therefore, clinical supervisors need to be clinical experts. Inadequately prepared clinical supervisors can negatively affect clinical teaching, consequently resulting in poor clinical teaching and inadequate integration of theory and practice. This ultimately impacts patients’ health outcomes. The perceptions of clinical supervisors’ preparedness for clinical teaching were explored using a qualitative exploratory design. Semi-structured interviews were conducted with 12 clinical supervisors in an undergraduate programme. An inductive approach to data analysis generated four themes: 1) concrete experience centred on clinical supervisors’ positive experiences and challenges; 2) clinical supervisors’ application of the prescribed Skills Laboratory Methodology; 3) challenges that clinical supervisors face during clinical teaching; and 4) learning needs of clinical supervisors. The key findings highlight that although they are orientated, clinical supervisors need time to adapt and improve their knowledge and skills. The Skills Laboratory Methodology is appropriately followed. However, inadequate resources stifle the clinical teaching and learning process. Availability during teachable moments and attending to students’ clinical learning needs were regarded as important. It was highlighted that clinical supervisors require updates through attendance of workshops and in-service training. Recommendations include the need for induction and orientation programmes focusing on job expectations, roles and workload. Training sessions are required to ensure the standardisation of clinical teaching methods. There is also a need for regular meetings with stakeholders. Research is recommended to explore the coping mechanisms used to manage challenges in clinical teaching.

Application Effect of Clinical Pathway Teaching Method in Clinical Teaching of Cardiology

Objective: To study the clinical effect of applying clinical pathway teaching method in clinical teaching of cardiology. Methods: This paper verifies and calculates that 50 interns working in cardiology department in our hospital from October 2016 to October 2019 are divided into groups and compared in the form of double-blind method. The reference group (N=25) uses traditional teaching methods, and the experimental group (N=25) uses clinical pathway teaching method. The satisfaction degree, teaching quality, theoretical assessment results, operation assessment and comprehensive assessment results of interns in the experimental group and the reference group are compared. Results: The satisfaction degree, theoretical examination result, operation examination, comprehensive examination result, improvement of team spirit, professional quality, improvement of professional ethics, standardized diagnosis and treatment, improvement of clinical problem handling ability, stimulation of learning interest and cultivation of clinical thinking of the interns in the experimental group were compared with those of the reference group(P<0.05), showing the value of statistical comparison and demonstration between data indexes. Conclusion: The application of clinical path-teaching method in clinical teaching of cardiology can improve the clinical teaching effect and teaching quality.

Which models can be used as a clinical education model in occupational therapy? Introduction of the models: A scoping review study.

Background: Clinical education is a vital part of occupational therapy education process. High clinical education quality in fieldwork settings leads to higher clinical competency and occupational proficiency. One of the most effective clinical education methods in equalizing the conditions of clinical education to students is the correct use of educational models related to each field of medical sciences. In the field of clinical education, various models have been designed with a specific subject. However, limited research has been done on the introduction of the usability of these models in occupational therapy settings. This study was conducted to determine which models have the potential to be used as clinical education models in occupational therapy. Methods: A scoping review was conducted and studies published in English between 2000 and 2018 that examined clinical education models were selected. Results: A total of 8 articles were entered in the review, and a central theme of implementing clinical education models in occupational therapy was determined by thematic analysis. This central theme consisted of 3 categories: (1) evaluative models, (2) acting models, and (3) evaluative/acting models. Conclusion: Occupational therapists, especially who work as educators should be aware of the different types of clinical education models and try to use these models in clinical education process and minimize the variation of teaching methods in fieldwork settings to promote the clinical education quality. However, more research should be done to improve evidence-based occupational therapy practice in clinical education.

Assessment of Nursing Educators' Opinions, Knowledge and Teaching Methods regarding Encouragement Student's Critical Thinking

Background: Critical thinking has long been considered an important part of nursing education. Nursing graduates must have critical thinking skills in addition to a basic knowledge of nursing and the sciences to make the necessary clinical judgments. The development of these skills requires different teaching and learning strategies. Aim: the aim of this study is to assess nursing educators' opinions, knowledge and teaching methods regarding encouragement students' critical thinking. Research Design: the study was conducted using descriptive research design. Setting: The study was carried out at Faculty of Nursing, Minia University. Subject: The study subjects consisted 75% (n= 80) of clinical instructors, assistant lecturers and lectures at the Faculty of Nursing, Minia University. Tool: One tool was used in this study the critical thinking tool for nurse educators. Results: reveals that, the majority of the sample had moderate score of knowledge about critical thinking ranged from 88.5% to 100%. Conclusions: the majority of the sample had moderate score of knowledge about critical thinking, the highest mean scores of nurse educators' regarding use each method in clinical teaching was written nursing care plan , also the highest mean scores of nurse educators' regarding use each method in clinical didactic and methods that enhance student ability to think critically was small group discussions Recommendations: nurse educators must try new teaching approaches that are most effective in promoting critical thinking skills among student, and nursing curriculum should be revised to include critical thinking skills into nursing curriculum.

Analysis of Practical Application of Clinical Pathway Teaching Method in Clinical Teaching of Endocrinology Department

Analysis of Practical Application of Clinical Pathway Teaching Method in Clinical Teaching of Endocrinology Department

Clinical discipline-oriented teaching reform on laboratory diagnostics and its effect evaluation

Objective To explore a clinical discipline-oriented teaching model for laboratory diagnostics and evaluate its effect in medical education. Methods changed the arrangement of traditional teaching content, re-edited the content of the teaching materials under the guidance of clinical subjects, compiled innovative textbooks and introduced new teaching methods such as CBL and PBL. The procedure could be briefly described below. 78 students from two natural classes in batch 2015 were selected as the observation group, and 77 students from other two natural classes were selected as the control group. The new teaching model and traditional teaching model were applied respectively in the students to compare the teaching effect in the way of formative evaluation. Results The total score of theoretical exams in the observation group was significantly higher than that of control group (P<0.01). It was found that the scores of the observation group were significantly higher than of the control group in terms of practical techniques, clinical application type and the selection and evaluation of test items (P<0.01). However, there was no significant difference in terms of the scores of basic knowledge and theory between the observation group and the control group (P=0.470). Conclusion The clinical discipline-oriented teaching method of laboratory diagnostics can promote the students in the assessment of applied and improved knowledge as well as the selection and evaluation of clinical disease examination items, which is helpful to cultivate students' clinical thinking ability, and the ability to reasonably select the test items and analyze the test results scientifically. Key words: Laboratory diagnostics; Clinical discipline-oriented; Clinical thinking

THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES

Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p &lt; 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p &gt; 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.

See one, do one, teach one: Advanced perioperative nursing practice in Australia

The phrase ‘see one, do one, teach one’ is often used in perioperative nursing, particularly in relation to the acquisition of advanced practice skills. The phrase reflects a method of clinical teaching in which we observe a skill, perform the skill on our own, and then teach others how to perform that skill. Historically, this was the way that perioperative nurses learnt and passed on all manner of advanced skills. This pragmatic approach to training was suitable for the time but in this age of clinical governance, with the emphasis on patient safety, it is no longer deemed appropriate. Unfortunately, nursing has struggled to develop appropriate methods for passing on our advanced skills which means we run the risk of losing them as our senior nurses retire.

International Athletic Training and Therapy: Comparing Partners in the Mutual Recognition Agreement

Context The globalization of athletic training and therapy is advancing and professionals have more opportunities to transition to international working environments. Objective To compare the American, Canadian, and Irish athletic training and therapy education, accreditation, and certification processes. Background The Mutual Recognition Arrangement recognized the equivalency of athletic training and therapy in the United States, Canada, and Ireland, and thereby provides an avenue for nationally credentialed professionals to obtain equivalent credentials in one of the aforementioned countries. Synthesis As a comparison, this article demonstrated that there was a commonality among countries, but also highlighted the unique jurisdictional differences that our members should be aware of should they want to transition to partner countries. Results We performed a comparative analysis of the education, accreditation, and certification processes among the United States, Canada, and Ireland. Specific differences were noted among supervision methods, clinical education methods, and certification exams. All of these are grounded in the Mutual Recognition Agreement. Recommendation(s) We recommend that the Mutual Recognition Agreement be held as a basis for future partnerships with other countries. Conclusion(s) This article provided an overview and highlighted the similarities among academic education, domains, and content areas covered under the Mutual Recognition Agreement among athletic training and therapy programs in the United States, Canada, and Ireland. The education programs, accreditation procedures, and certification systems, although differing in structure, were consistent in delivering content that aligns with the Mutual Recognition Agreement.

Perceptions On Reciprocal Peer Teaching Among Medical Students As Learners And As Tutors.

ObjectivesThe College of Medicine at Imam University has incorporated reciprocal peer-teaching into the curriculum in the form of peer-led seminars. The aim was to evaluate this program and ascertain student perceptions.MethodsA cross-sectional survey of medical students attached to the Internal Medicine I and II courses was conducted in 2018. The questionnaire evaluated perceptions about the peer-teaching program, tutors’ knowledge, skills and attitudes, both from a student and a tutor perspective.ResultsBased on a 63% response rate from a total of 410 students, 34.5% of learners agreed that peer-tutoring was the most effective method of clinical teaching and 30.3% disagreed. More students reported that peer-led seminars did not prepare them for their exams (38.4%) compared to those who reported it did (27.9%). More than 40% of participants reported the tutors were approachable, created a welcoming learning environment and provided targeted information. From a tutor perspective, more than 70% of participants reported that they developed personally and professionally, improved their collaborative, communication, tutoring and presentation skills and confidence. Female students reported they benefited more as tutors compared to male students.ConclusionStudents regard obligatory reciprocal peer-teaching in the form of peer-led seminars as similar to faculty teaching and an overwhelming majority report that they benefit both personally and professionally from leading seminars. As doctors are expected to teach and train younger generations, medical schools should prepare all students for such roles. A system that provides an opportunity for every student to become a peer-teacher can fulfil this need.

The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs

Context As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships. Objective To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved. Main Outcome Measure(s) Interviews were conducted using a semistructured interview guide, and were recorded and transcribed verbatim. Data were analyzed by a 4-person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Participants reported the delivery of preceptor development occurs formally (eg, in person, online) and informally (eg, phone calls, e-mail). The content typically included programmatic policies, expectations of preceptors, clinical teaching methods, and new clinical skills that had been added to the curriculum. Adaptations to content were made depending on several factors, including experience level of preceptors, years precepting with a specific program, and geographical location of the program. The process of determining content involved obtaining feedback from program stakeholders when planning future preceptor development. Conclusions Complex decision making occurs during planning of preceptor development. Preceptor development is modified based on programmatic needs, stakeholder feedback, and the evolution of professional education. Future research should explore the challenges associated with developing preceptors, and which aspects of preceptor development are effective at facilitating student learning and readiness for clinical practice.