Role Of Clinical Teacher Research Articles

Athletic Training Educators' ConferenceApril 29–May 1, 2021

Athletic Training Educators' ConferenceApril 29–May 1, 2021

The role of clinical legal education in developing ethical legal professionals

Training in legal professionalism and ethics is a vital part of any legal education. Teaching these aspects according to the Socratic method generally proves to be ineffective in producing the desired result. A lawyer's actual life experience, which include happiness and career satisfaction, is rarely included. This article will explore on what it means to be an ethical human being and consider the teaching of professionalism and ethics by way of the clinical legal education methodology. Clinics have particular riches to offer and discussing professionalism, values and ethics in a clinical setting can assist students to begin to identify their own professional sense. University law clinics serve as a role model in legal practice about how a legal practitioner should behave and what ethical decision-making means. The link between culture and ethics, which informs a person's sense of morality and ethics, is explored, with application to diversity and multiculturalism. In clinical context, students assume a high degree of responsibility by taking instructions from clients and they will benefit from cooperative learning where they will begin to develop a deep understanding of professionalism and ethical practice. Through tutorials and debriefing sessions and later in their reflection assignments, students discuss and reflect on aspects of the law, the legal system, their own interviewing skills and the experience of the client. In their reflection assignments, students readily identify areas for improvement but also refer to what they are able to achieve in their interview, building their motivation and sense of autonomy. Ongoing reflection and constructive feedback thereon will support a commitment to ethical and professionally competent, self-directed and autonomous lawyering. Clinical training affords students the opportunity to explore their legal professional and ethical behaviours and values, allowing them to develop in capable, self-directed and independent practitioners who will not only assume responsibility for their individual clients, but also contribute to their communities.

Training low-middle-income (LMIC) pediatric surgeons in a high-income country (HIC) program.

A popular paradigm to support surgical education for low- and middle-income countries (LMICs) is partnering with high-income country (HIC) surgeons. These relationships may, however, be asymmetric and fail to optimally address the most pressing curricular needs. We explored the effectiveness of our LMIC-HIC educational partnership. Through a partnership between a HIC (Canada) and a LMIC (Uganda), three candidate surgeons were commissioned for a custom designed 1-year training experience at our HIC accredited pediatric surgical training centre as part of their overall formal education. The training curriculum was developed in collaboration with the LMIC pediatric surgeon and utilized competency-based medical education principles. A Likert and short-answer survey tool was administered to these trainees upon completion of their training. All prescribed milestones as well as specialty certification by examination of the College of Surgeons of East, Central and Southern Africa was achieved by participating fellows, each of whom have begun clinical practice, leadership and teaching roles in their home country. Although several obstacles were identified by fellows, all agreed that the experience boosted their clinical and teaching abilities, and was worth the effort. This endeavour in global pediatric surgical training represents a significant innovation in surgical education partnerships and would be reproducible across different surgical subspecialties and contexts. Such collaborative efforts represent a feasible upskilling opportunity towards addressing global surgical service capacity. V.

A REVIEW OF CLINICAL LEGAL EDUCATION’S (CLE) EXPERIENCE IN UNIVERSITI SAINS ISLAM MALAYSIA

Various research has given valuable insights into the positive role of Clinical Legal Education (CLE). However, there is a dearth of empirical data reviewing the set-up of CLE in public law schools in Malaysia and assessing its role as a teaching and learning strategy in legal education. This paper summarises the development and structure of the Faculty of Syariah and Law's Legal Clinic pilot initiative at the Universiti Sains Islam Malaysia (USIM). It assesses the impacts of the initiative on students' learning experience. The assessment involved a content analysis of written feedback given by a batch of pioneer students selected to join the FSU Legal Clinics pilot project in 2019. The findings indicated that the students believe exposure to the legal clinic increases their comprehension of the law's application and provides awareness of the professional skills and values involved in the legal profession. The sample is small, and the findings are preliminary. However, it is hoped that the results will inform legal curriculum developers of the benefits that law students derived from their clinical experience and provide a basis for further research into formally including clinical legal education in the FSU legal curriculum. This paper also advocates that although setting up, planning and organising activities for a successful legal clinic involved a great deal of preparation, it would benefit students and be integral to teaching and learning strategy in legal education in FSU USIM.

Healthcare student-patient relationship and the quality of the clinical learning environment \u2013 a cross-sectional study

BackgroundRelationships with patients are seen as the core component of establishing the quality of patient-centred care and promoting patients’ autonomy and relevant use of services. A clinical learning environment that emphasizes relationship-based healthcare is essential for encouraging future healthcare professionals to work in partnership with patients. There is also broad agreement that the insight of patients should be used actively in healthcare students’ clinical learning. The aim of this study was to describe healthcare students’ perceptions of their relationship with patients and the quality of the clinical learning environment and to identify factors associated with both of these.MethodsA cross-sectional survey using an electronic questionnaire was applied to collect data from 1644 Finnish healthcare students, mostly nursing students, between January 2018 and May 2018. The data were analysed statistically using descriptive statistics, Spearman’s correlation coefficients, and multifactor analysis of variance.ResultsStudents perceived the level of the student-patient relationship and the role of the teacher as good while pedagogical atmosphere, premises of care, premises of learning, and supervisory relationship were perceived to be at very good level. The correlations between the student-patient relationship and all clinical learning environment dimensions were perceived as moderate. Furthermore, a number of student-related factors associated with the student-patient relationship and the quality of the clinical learning environment were detected.ConclusionsIn this study, the rarely explored perspective of the student-patient relationship within the context of the clinical learning environment was included. The student-patient relationship and the quality of the clinical learning environment were perceived as good by the students, with a number of determining factors affecting these perceptions. Giving the student-patient relationship a role in clinical education may be conducive to students’ learning with the patient in focus, and may thus promote the competence needed in the rapidly evolving healthcare environment and the changing scope of clinical practice.

Preparing Students For 21st Century Practice: Enhancing Social Justice Teaching In Clinical Legal Education

Social justice has always played an important role in clinical legal education (CLE). Clinicians are aware that students need to acquire the necessary legal skills and strategies related to client-centred lawyering, process choice and procedural justice. This paper shows that increasingly, despite clinicians’ recognition of the value of teaching social justice in CLE, those who promote it face various challenges in instilling in students the notion that social justice is important. This paper discusses some of these challenges, including, that as experiential education expands, students are being offered clinical placements in the private sector where clients do not face the barriers in accessing justice similar to those in community settings. It therefore becomes imperative to encourage students to retain the notion that social justice is an important value. This paper makes suggestions for how these challenges can be overcome to enhance students’ awareness of the importance of social justice and ensure that it remains a value they retain as 21st century practitioners.

Perception of Undergraduate Physical Therapy Students of Dual Role of Clinical Educator As A Mentor or Assessor: Influence on The Teaching-Learning Relationship

Academics clinical education is significant backbone of physiotherapy professionals' schooling and it is express as vital components w h i c h m a k e s r e a d y p r o f e s s i o n a l s o f physiotherapy for experience in clinical set-up.Objective: To investigate understudies' view of how the dual role of CEs as mentor and evaluator affected T-L relationship.Methodology: Self-oriented questionnaire was used using the quantitative research approach. A crosssectional survey design was used in this study. Consenting undergraduate physiotherapy clinical students from university of Lahore, Pakistan who had clinical education for at least one year completed the questionnaire. Consecutive sampling was used to recruit samples of 225 understudies.Results: The difficulties were noticed when CE needed tobehave and acting as the two evaluator and guider to the necessity of understudies. They change their behavior. This affected the relationship of teaching and learning thus affected the studying of undergrad learners. Desires for understudies and CE were frequently not satisfied.Conclusions: Discoveries found out in investigation, based onthe perspectives or the encounters that understudies have of double job of their CEs, become featured. This situation become critical to think about difficulties which are faced by understudies so as to limit possible harmful impacts on understudies' studying environment caused by difficulties

Finding fulfillment in a psychiatry clinical teaching role

On my third day as a PGY-4 junior attending on the inpatient psychiatric ward, 2 new PGY-1 residents, 2 medical students, and I stood in the wee hours of the morning, preparing to meet with our attending to begin rounds.

Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready?

BackgroundNurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students.MethodsA qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis.ResultsThe nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”.ConclusionThe nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

A Proposed Ninth Essential: Supporting Doctor of Nursing Practice Students With Current or Anticipated Roles in Nursing Education.

The doctor of nursing practice (DNP) essentials do not specifically include a teaching competency, yet several require teaching skills. To prepare the future nursing workforce and achieve essential competencies, DNP nurses must be prepared to teach. Despite the assumption that advance practice expertise makes them intuitive teachers, gaps exist in essential faculty development, including evidence-based teaching theory, methodology, and scholarship. In our institution, DNP students expressed interest in future academic and clinical teaching roles. To support these future educators, an innovative course series aligned with National League for Nursing recommendations was developed. Two courses were successfully implemented, with additional coursework planned.

Uncovering the ecology of clinical education: a dramaturgical study of informal learning in clinical teams

Off-the-job faculty development for clinical teachers has been blighted by poor attendance, unsatisfactory sustainability, and weak impact. The faculty development literature has attributed these problems to the marginalisation of the clinical teacher role in host institutions. By focusing on macro-organisational factors, faculty development is ignoring the how clinical teachers are shaped by their everyday participation in micro-organisations such as clinical teams. We set out to explore how the roles of clinical teacher and graduate learner are co-constructed in the context of everyday work in clinical teams. Using an ethnographic study design we carried out marginal participant observation of four different hospital clinical teams. We assembled a dataset comprising field notes, participant interviews, images, and video, which captured day-to-day working and learning encounters between team members. We applied the dramaturgical sensitising concepts of impression management and face work to a thematic analysis of the dataset. We found that learning in clinical teams was largely informal. Clinical teachers modelled, but rarely articulated, an implicit curriculum of norms, standards and expectations. Trainees sought to establish legitimacy and credibility for themselves by creating impressions of being able to recognise and reproduce lead clinicians’ standards. Teachers and trainees colluded in using face work strategies to sustain favourable impressions but, in so doing, diminished learning opportunities and undermined educational dialogue. These finding suggest that there is a complex interrelationship between membership of clinical teams and clinical learning. The implication for faculty development is that it needs to move beyond its current emphasis on the structuring effects of institutional context to a deeper consideration of how teacher and learner roles are co-constructed in clinical teams.

Exploring Preparedness for Competency in the Role of Clinical Fieldwork Educator

Abstract Date Presented 03/28/20 This study examined how OT practitioners prepare for the role of fieldwork educator. Supports to facilitate the role and barriers to the utilization of fieldwork education tools were identified. Comparison of practice settings noted statistically significant differences. The results of this study will serve to inform the process by which OT practitioners engage in professional learning to support their competency as fieldwork educators. Primary Author and Speaker: Pamela Karp Additional Authors and Speakers: Kelly Lavin, Tara Collins

Time to change to improve health: clinical pharmacy and pharmaceutical care education in Turkey

The practice of clinical pharmacy had a positive impact on the profession by giving pharmacists more job opportunities. Moreover, the pharmacy began to gain the status it deserved, which was lost many years ago. In this paper, we aimed to give a brief explanation of the clinical pharmacy philosophy and definition of pharmaceutical care. What are the general and specific roles of clinical pharmacists in the modern world healthcare system? Also, how to implement clinical pharmacy in education to obtain competent pharmacists. We shared our observation and experience, specifically on the progress of implementation of clinical pharmacy education in Turkey. The stepwise method has been successfully followed in the implementation of clinical pharmacy education in Turkey. In the undergraduate program, the first step taken was the addition of clinical courses, such as the role of clinical pharmacy, patient education, etc. and practical hospital rounds (internal medicine, pediatrics, and surgery). The post-graduate program, such as master (MSc) and doctoral (Ph.D.) degrees, also offered to prepare clinically oriented pharmacy academicians. The continuous education programs were structured to implement clinical pharmacy idea for the pharmacists in practice. In conclusion, the stepwise approach significantly smoothed the transition from the product-oriented to the patient-oriented pharmacy education. Moreover, the adoption of the skills education system to educate pharmacists needs to review the policy regularly and gradually change it accordingly.

Quality of teaching radiation oncology in Germany\u2014where do we stand?

PurposeMedical students’ knowledge of radiation oncology (RO) is of increasing importance with a rising prevalence of malignancies. However, RO teaching in medical schools is heterogeneous and has not been analyzed at a federal level yet. Therefore, the following survey aims to provide a national overview of RO teaching in Germany.MethodsA questionnaire containing multiple-choice and free-text questions covering the extent and topics of RO teaching was sent to RO departments of all university hospitals in Germany and was answered by the heads of department/main lecturers.Results24/35 (68.6%) RO departments returned completed forms. Most faculties employ lectures (91.7%), seminars (87.5%), and practical/bedside training (75.0%), whereas training in radiation biology and medical physics are rare (25% and 33.3%, respectively). Main topics covered are general RO (100%), radiation biology (91.7%), and side effects (87.5%). Regarding RO techniques and concepts, image-guided and intensity-modulated radiotherapy are taught at all faculties, followed by palliative and stereotactic techniques (87.5% each). Notably, all departments offered at least a partial rotation in RO in conjunction with radiology and/or nuclear medicine departments in the last year of medical school, while only 70.8% provided a complete rotation in RO. In addition, 57.1% of the departments have taken measures concerning the upcoming National Competence-Based Learning Objectives Catalogue (NKLM) for medical education.ConclusionRO plays an integral but underrepresented role in clinical medical education in Germany, but faces new challenges in the development of practical and competence-based education, which will require further innovative and interdisciplinary concepts.

Promoting a Public Service Ethic in the Legal Profession in Kenya: The Imperative Role of Clinical Legal Education

AbstractThe taskforce appointed in 2016 to undertake a review of the legal sector in Kenya highlighted a decline in public service and pro bono work as one of the challenges facing the legal profession in the country. In its report, the taskforce made several proposals to tackle the problem, all directed at qualified lawyers. This article seeks to contribute to the deliberations anticipated from the findings of the taskforce, by suggesting instead that the problem of a declining public service ethic be addressed by targeting law students. Bringing students face to face with real clients and their needs can play an important role in broadening their horizons and shaping their beliefs about, and attitudes towards, the different possible careers they can pursue with their education. The article specifically recommends clinical legal education as a practical and comprehensive means by which students can be encouraged from early on to have an interest in pro bono and public service work.

The Development of Chinese Medical Education.

This paper mainly introduces the current situation of Chinese medical education, and reviews the development and transformation of Chinese clinical medical education. Overall, Chinese clinical medical education is gradually towards standardization and internationalization. At the same time, scientific research is playing an increasingly important role in Chinese clinical medical education.

Impact of a Dedicated Teaching Attending Experience on a Required Emergency Medicine Clerkship.

IntroductionOne published strategy for improving educational experiences for medical students in the emergency department (ED) while maintaining patient care has been the implementation of dedicated teaching attending shifts. To leverage the advantages of the ED as an exceptional clinical educational environment and to address the challenges posed by the rapid pace and high volume of the ED, our institution developed a clerkship curriculum that incorporates a dedicated clinical educator role – the teaching attending – to deliver quality bedside teaching experiences for students in a required third-year clerkship. The purpose of this educational innovation was to determine whether a dedicated teaching attending experience on a third-year required emergency medicine (EM) clerkship would improve student-reported clinical teaching evaluations and student-reported satisfaction with the overall quality of the EM clerkship.MethodsUsing a five-point Likert-type scale (1 - poor to 5 - excellent), student-reported evaluation ratings and the numbers of graduating students matching into EM were trended for 10 years retrospectively from the inception of the clerkship for the graduating class of 2009 through and including the graduating class of 2019. We used multinomial logistic regression to evaluate whether the presence of a teaching attending during the EM clerkship improved student-reported evaluation ratings for the EM clerkship. We used sample proportion tests to assess the differences between top-box (4 or 5 rating) proportions between years when the teaching attending experience was present and when it was not.ResultsFor clinical teaching quality, when the teaching attending is present the estimated odds of receiving a rating of 5 is 77.2 times greater (p <0.001) than when the teaching attending is not present and a rating of 4 is 27.5 times greater (p =0.0017). For overall clerkship quality, when the teaching attending is present, the estimated odds of receiving a rating of 5 is 13 times greater (p <0.001) and a rating of 4 is 5.2 times greater (p=0.0086) than when the teaching attending is not present.ConclusionThe use of a dedicated teaching attending shift is a successful educational innovation for improving student self-reported evaluation items in a third-year required EM clerkship.

Patients’ Attitude and Feeling Toward the Presence of Medical Students in Educational Clinics

Background: Clinical education calls for the interaction between the patient and the medical learner and considering the significance of the patients’ satisfaction and its role in clinical education to learners. Accordingly, the present study aimed to investigate patients’ attitudes and feelings toward the presence of medical students in educational clinics. Materials and Methods: This cross-sectional descriptive study was conducted on 274 patients visiting the clinics in 2018, who were selected by the convenience sampling method. The data were collected using the questionnaire of Izadi et al in two parts and then analyzed by SPSS 16. Results: The results showed that the total score of patients’ attitudes toward the presence of the students was 66.3, which was above the expected average score (i.e., 3). In addition, the total score of patients’ feelings toward the presence of the students was 67.3, which was above the expected average score (i.e., 3). Moreover, the average score of female patients’ feelings toward the presence of the students was significantly lower than that of male patients (P&lt;0.05). Eventually, individuals with education levels below diploma and above bachelors were the most and least comfortable about the presence of the students (P&lt;0.05). Conclusion: Therefore, patients had a positive feeling and attitude toward the presence of the students in the clinics. These factors need to receive more attention to increase the satisfaction and quality of clinical education.

When perception is reality: Resident perception of faculty gender parity in auniversity-based internal medicine residency program.

IntroductionAlthough women have entered medical school and internal medicine residency programs in significant numbers for decades, women faculty remain underrepresented in senior and departmental leadership roles. How residents perceive this gender disparity is unknown. We sought to assess resident perception of gender parity among departmental leadership and teaching faculty in our internal medicine department, and to determine the actual gender distribution of those faculty roles.MethodsAn anonymous cross-sectional survey was distributed to evaluate resident perception of gender representation of various faculty roles. Using conference schedules, resident evaluations, and our department website, we determined the actual representation of women faculty in department leadership roles, and in clinical and educational activities.Results88 of 164 residents (54%) responded. Women residents were less likely than men to perceive that women faculty were equally represented in department leadership (45% men agreed vs. 13% women, p < 0.05), clinical teaching roles (55% men agreed vs. 28% women, p < 0.05), or facilitating educational conferences (45% men agreed vs. 28% women, p = 0.074). In 2017, the internal medicine department at our institution comprised 815 faculty members, 473 men (58%) and 342 women (42%). At that time, women faculty held 5% of senior departmental leadership positions and 21% of educational leadership positions. During the year preceding survey distribution, women faculty attended on internal medicine inpatient wards for 33% of the total number of weeks, staffed 20% of morning reports, and facilitated 28% of noon conferences.DiscussionWomen residents in our internal medicine training program perceived a gender disparity among faculty in leadership and educational positions to a greater extent than male residents. The perception of women trainees was accurate. In addition to disproportionate underrepresentation in leadership positions, women faculty were underrepresented in prominent educational positions, including attending on inpatient services and serving as discussants at educational conferences.Electronic supplementary materialThe online version of this article (10.1007/s40037-019-00532-9) contains supplementary material, which is available to authorized users.

Knowledge and Competency of Novice Nursing Students in Nasogastric Tube Feeding: Is Simulation Better than Case Scenario?

ObjectivesAs the millennial generation enters the nursing profession, simulation takes on a key role in effective pedagogy. We sought to examine the efficacy of simulation versus case scenario as a teaching method for novice nursing students in the skill of nasogastric tube (NGT) feeding. We assessed the knowledge, competency, self-confidence, and satisfaction among these nursing students.MethodsThis quasi-experimental study was used to compare the efficacy of simulation and case scenarios in promoting knowledge, clinical competency, self-learning, and self-confidence among novice nursing students in the Middle East. The study sample included 69 students registered for the Fundamentals of Nursing Laboratory course at the College of Nursing, Sultan Qaboos University, Oman, during the spring and fall 2016 semesters. Thirty-five students were assigned to the intervention group and attended a simulation, while 34 students were assigned to the control group and were given the standard case scenario used in teaching this course. The competency of the students on NGT feeding skill was measured after a simulation or case scenario.ResultsIn both groups, the majority of students were ≤ 20 years old, female, hailed from rural areas, and had a cumulative grade point average of > 2.5. Data showed a significant improvement in the mean scores of competency between the intervention and control groups (t(67) = 3.869, p < 0.001) suggesting that simulation was effective in gaining competency compared to the case scenario. There was a positive statistical significance between satisfaction and self-confidence among the intervention group.ConclusionsSimulation has an effective role in clinical education for teaching practical skills. However, in this study, there was a statistically significant difference in the mean scores between the two methods of teaching. This helped us to conclude that competency gained by novice students’ learning a skill through simulation, was better than the competency gained through case scenario. We recommend simulation as an effective pedagogy among novice nursing students.KeywordsSelf Confidence; Female; Students, Nursing; Clinical Competence; Personal Satisfaction; Oman; Enteral Nutrition; Learning.