The clinical teacherPub Date : 2021-08-01Epub Date: 2021-03-03DOI: 10.1111/tct.13339
Laura Niwa, Crystal L MacLellan
{"title":"Learning and satisfaction in a student-led clinic.","authors":"Laura Niwa, Crystal L MacLellan","doi":"10.1111/tct.13339","DOIUrl":"https://doi.org/10.1111/tct.13339","url":null,"abstract":"<p><strong>Background: </strong>Student-led clinics (SLCs) offer unique clinical placement experiences and address unmet community rehabilitation needs. There is growing evidence that SLCs provide high-quality experiential practice and adequate quality of patient care. The purpose of this study was to evaluate patient satisfaction with student-led care and students' perception of their learning experiences in a student-led physiotherapy clinic.</p><p><strong>Methods: </strong>Eight participants with total hip arthroplasty attended 6 weeks of student-led group exercise classes. As a marker of quality of care, we assessed key outcomes including walking speed and endurance, lower extremity function, falls risk and self-reported quality of life after 3 and 6 weeks. Patients completed a satisfaction survey at the end of the program. Ten students who completed a placement during this time shared their perception of learning in the SLC.</p><p><strong>Results: </strong>Student-led group exercise class was associated with improvements in walking speed and endurance, lower extremity function, a decrease in falls risk and improved quality of life. Patients were satisfied with their care. The SLC was a safe learning environment in which students felt well-supported to develop confidence and independence, were encouraged to reflect on performance and take responsibility for care provided.</p><p><strong>Conclusion: </strong>Patients are largely satisfied with the quality of care provided. High-quality authentic clinical learning opportunities provided in the SLC may offer pedagogical benefits over traditional practicums, and students are generally satisfied with their learning experiences. SLCs may provide a setting to expose students to research and gain appreciation for evidence-based practice.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"391-397"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13339","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25428559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The clinical teacherPub Date : 2021-08-01Epub Date: 2021-05-04DOI: 10.1111/tct.13358
Yuri Yin-Moe Aung
{"title":"The student perspective of a staff-student partnership scheme.","authors":"Yuri Yin-Moe Aung","doi":"10.1111/tct.13358","DOIUrl":"https://doi.org/10.1111/tct.13358","url":null,"abstract":"The Imperial College StudentShaper program is a student partnership scheme created to encourage staff– student collaboration on educational research. 1 Its core tenet is for staff and students to be equally valued and mutually benefit, with the overall aim of improving student experience. This approach aligns with the concept of ‘students as partners’, proposing that involving students in their own education processes improves their engagement, agency and enhances higher education programs. 2 While similar schemes exist elsewhere, 3,4 the StudentShaper program is to my knowledge unique in providing a ded-icated platform for student partnership, supported by Imperial College strategy and a student bursary. my I em-ployed twice as a StudentShaper in two year- long research projects concerning student for and the of pre- performance in medicine respectively.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"377-378"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38947447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The clinical teacherPub Date : 2021-08-01Epub Date: 2021-03-20DOI: 10.1111/tct.13342
Alexander Hayes
{"title":"The role of role-play in end-of-life conversations.","authors":"Alexander Hayes","doi":"10.1111/tct.13342","DOIUrl":"https://doi.org/10.1111/tct.13342","url":null,"abstract":"","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"439"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25497544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The clinical teacherPub Date : 2021-08-01Epub Date: 2021-03-24DOI: 10.1111/tct.13346
Marjel van Dam, Subha Ramani, Olle Ten Cate
{"title":"An EPA for better Bedside Teaching.","authors":"Marjel van Dam, Subha Ramani, Olle Ten Cate","doi":"10.1111/tct.13346","DOIUrl":"https://doi.org/10.1111/tct.13346","url":null,"abstract":"<p><strong>Background: </strong>Bedside teaching (BST), a time-honoured tradition of clinical teaching which integrates theoretical knowledge and clinical practice, has declined steeply over the last decade. Moreover, many clinician teachers today are not specifically trained in and/or comfortable in delivering effective BST. Resucitating this valuable educational format may require a new approach to preparing teachers and setting the stage for effective BST. Framing BST as an entrustable professional activity (EPA) for teachers may be one strategy to enhance its application and quality.</p><p><strong>Methods: </strong>We aimed to redefine, describe essential features and effective practices for high-quality BST, based on clinical teacher participant perspectives through a focus group discussion and open-ended questionnaires via e-mail, supplemented by insights from literature.</p><p><strong>Results: </strong>Based on data collected, we generated a definition of BST and a list of suggested strategies to optimise BST, for example, preparation, safe learning environment, flexible teaching and patient's benefits. A structured EPA description was created based on this definition.</p><p><strong>Conclusion: </strong>Effective BST requires skilled clinical teachers who are comfortable and confident in this mode of teaching; framing BST as a teaching EPA could guide faculty development and clinical teacher certification.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"398-403"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25514551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The clinical teacherPub Date : 2021-08-01Epub Date: 2020-12-15DOI: 10.1111/tct.13322
Madelena Stauss, Hetty Breed, Kate Chatfield, Paladugu Madhavi, Bachar Zelhof, Alexander Woywodt
{"title":"Bedside teaching during the COVID-19 pandemic.","authors":"Madelena Stauss, Hetty Breed, Kate Chatfield, Paladugu Madhavi, Bachar Zelhof, Alexander Woywodt","doi":"10.1111/tct.13322","DOIUrl":"https://doi.org/10.1111/tct.13322","url":null,"abstract":"The impact of the SARS‐CoV‐2 (COVID‐19) pandemic on medical education is well described. Here, we describe an aspect that has received little attention so far, namely the ethical implications of continued bedside teaching. As a team of clinical educators supported by one of our students and an ethicist, we describe this unexpected challenge and how we navigated it in an already existing sea of COVID‐induced issues and uncertainty.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"367-369"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38710841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The clinical teacherPub Date : 2021-08-01Epub Date: 2021-05-03DOI: 10.1111/tct.13354
Oliver Mitchell, Natalia Cotton, Kathleen Leedham-Green, Salem Elias, Brent Bartholomew
{"title":"Video-assisted reflection: improving OSCE feedback.","authors":"Oliver Mitchell, Natalia Cotton, Kathleen Leedham-Green, Salem Elias, Brent Bartholomew","doi":"10.1111/tct.13354","DOIUrl":"https://doi.org/10.1111/tct.13354","url":null,"abstract":"<p><strong>Background: </strong>Objective Structured Clinical Examinations (OSCEs) are commonly used to provide feedback to students on their performance in formative examinations. However, students are often unable to act independently on the feedback they receive. This study explored how the use of video-assisted reflection in OSCEs can enhance students' ability to reflect and engage in sustainable feedback.</p><p><strong>Methods: </strong>Twenty-one students undertaking a mock-final OSCE consented to have one of their examination stations filmed. Participants completed a series of reflective forms immediately after the OSCE, after verbal feedback from an examiner and finally, after watching the video of their own performance. Students were asked to predict their overall grade as well as list areas for improvement. Pearson r correlations examined the relationship between the examiners' grades and the candidates' self-predicted grades. Wilcoxon signed-rank tests were used to compare the length of reflections at each stage. Semi-structured interviews were conducted to explore students' beliefs on self-efficacy and how the video-assisted reflection altered their ability to act on feedback.</p><p><strong>Results: </strong>The students' ability to self-assess and gauge their own performance improved significantly after undertaking the video-assisted reflection (p < 0.01). Furthermore, video-assisted reflection significantly increased the length of the student's reflections. In interviews, participants described multiple ways in which the video-assisted reflection improved their confidence and ability to act on feedback, highlighting a clear enhancement in self-efficacy.</p><p><strong>Discussion: </strong>Video-assisted reflection of recorded OSCE stations represents an effective approach to increase student self-efficacy and subsequently improve engagement in sustainable feedback practice.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"409-416"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38875906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The clinical teacherPub Date : 2021-08-01Epub Date: 2021-03-24DOI: 10.1111/tct.13347
Kate R Millar, Michael D Reid, Preman Rajalingam, Claire A Canning, Omid Halse, Naomi Low-Beer, Amir H Sam
{"title":"Exploring the feasibility of using very short answer questions (VSAQs) in team-based learning (TBL).","authors":"Kate R Millar, Michael D Reid, Preman Rajalingam, Claire A Canning, Omid Halse, Naomi Low-Beer, Amir H Sam","doi":"10.1111/tct.13347","DOIUrl":"https://doi.org/10.1111/tct.13347","url":null,"abstract":"<p><strong>Background: </strong>Team-based learning (TBL) currently relies on single best answer questions (SBAQs) to provide immediate feedback. Very short answer questions (VSAQs) are a reliable and discriminatory alternative that encourage learners to use more authentic clinical reasoning strategies compared to SBAQs. However, the challenge of marking VSAQs has limited their integration into TBL; we therefore explored the feasibility of VSAQs within a TBL session.</p><p><strong>Methods: </strong>An online platform was developed to allow immediate marking of VSAQs during the TBL sessions. As part of the readiness assurance process, students completed VSAQs and SBAQs, which were marked in real time.</p><p><strong>Results: </strong>Instructors were able to mark all VSAQs during the individual readiness assurance test (iRAT), which facilitated the provision of immediate feedback during the team readiness assurance test (tRAT). The mean time to mark five VSAQs was 422 seconds (SD 73 seconds). For VSAQs, the number of attempts to reach the correct answer ranged from 1 to 38, compared to 1 to 4 for SBAQs. In total, 71.6% of students agreed that using VSAQs in TBL helped to emphasise group discussions.</p><p><strong>Discussion: </strong>The wide range of attempts at, and students' perspectives of VSAQs are suggestive of their positive impact on student discussion during TBL. We demonstrate how new technology allows VSAQs to be feasibly integrated into TBL with the potential to enrich group discussions.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"404-408"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25514554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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