The clinical teacherPub Date : 2021-08-01Epub Date: 2021-07-09DOI: 10.1111/tct.13393
Karina Dancza, Jodie Copley, Monica Moran
{"title":"PLUS Framework: guidance for practice educators.","authors":"Karina Dancza, Jodie Copley, Monica Moran","doi":"10.1111/tct.13393","DOIUrl":"https://doi.org/10.1111/tct.13393","url":null,"abstract":"<p><strong>Background: </strong>The practice educator role is complex and becoming more so with changes in placement configurations since the COVID-19 pandemic. The role requires practitioners to manage clinical activities while providing learning opportunities and supervision for students. This can be time-consuming in often stretched clinical settings. This research investigated how experienced practice educators in occupational therapy tailored their approach to supporting student learning to make the most of limited supervision time. The results were developed into the Professional Learning through Useful Support (PLUS) Framework, which revealed how experienced practice educators focused their supervisory approach with students to maximise learning.</p><p><strong>Methods: </strong>An Action Research methodology was used across four cycles. Semi-structured interviews and naturally occurring placement documentation were gathered to determine the critical features of practice educator supervision. Template analysis was used to explore the approaches employed by practice educators to support student learning. Key focal points were linked and situated within educational theory to create the PLUS Framework.</p><p><strong>Findings: </strong>Three key focal points for practice educators were identified: (1) guiding learning, (2) making the theory-to-practice links explicit and (3) supportively challenging students.</p><p><strong>Discussion: </strong>The PLUS Framework is an educational tool that describes a set of guidance strategies used by skilled practice educators, whilst acknowledging the critical influences of workplace and university contexts. The proposed key features could be useful target areas for busy practice educators to help make the most of limited supervision time. Future research will explore the PLUS Framework in different countries and professions' practice education environments.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"431-438"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39167307","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}
{"title":"The hidden pandemic: Student perspectives on domestic violence education.","authors":"Anita Bolina, Rachel Faye Merrick, Duranka Perera, Shiron Rajendran, Angeline Pesala, Dani Bancroft","doi":"10.1111/tct.13337","DOIUrl":"https://doi.org/10.1111/tct.13337","url":null,"abstract":"Domestic abuse is defined as ‘controlling, coercive, threatening, degrading and violent behaviour’ by an intimate partner, family member or carer.1 Globally, one in three women experience domestic abuse in their lifetime.2 Since the onset of the COVID19 pandemic, the rate of domestic abuse reporting has risen dramatically in the United Kingdom. The United Kingdombased charity, Refuge reported an average 66% increase in the weekly number of calls to the National Domestic Abuse Helpline, and a 950% increase in traffic to its website.2 Early 2020 data warned of a similar trend in countries like Australia, Brazil and Italy,3 where individual complaints of domestic violence in France and the United States rose by 35– 36%, while in China the number of incidents was reported to increase threefold.3 As the crisis continues to evolve, we are overdue a period of reflection on how health care professionals could be better positioned to tackle this hidden pandemic. Clinical guidelines require frontline health care staff to screen and refer suspected cases of domestic abuse to specialist services.1 However, there is limited research appraising the quality and depth of training delivered to medical trainees to enable this. In a 2017 study, 75% of respondents from 25 of the 34 medical schools in the United Kingdom rated their teaching on domestic violence as ‘inadequate’.4 Although 84% responded that domestic violence teaching was present in the curriculum, 52% reported 0– 2 hours of teaching across the whole 5year degree, most often delivered during primary care modules.4 As trainees at three distinct UK medical schools ourselves, we have also received no formal training on screening and management of domestic abuse. Evidently, we are not alone. Such a deficit in the undergraduate curriculum is alarming. When teaching leads were queried over reasons for this, explanations included practical constraints on the curriculum, such as time.4 However, some leads disclosed they believed that domestic violence was not really a clinical issue, with the assumption that the knowledge and skills would be acquired elsewhere. In addition to physical and psychological trauma, domestic abuse often obstructs victims’ ability to seek medical attention. For example, perpetrators are known to monitor or restrict access to health care out of fear of discovery.2 Quarantine measures have also further restricted movement and victims’ access to support.3 However, as the next generation of doctors, without adequate training we are simply not equipped to recognise and manage these situations in the workplace, especially during the pandemic. For these reasons, we argue that formal teaching on domestic abuse should be a priority, as we have a moral and professional duty to safeguard any vulnerable person in our care. As medical students, we firmly believe a proactive approach is required to improve domestic violence training within medical schools, and this starts by addressing barriers to","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"18 4","pages":"374-376"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13337","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25373115","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 : 2019-08-01Epub Date: 2019-06-25DOI: 10.1111/tct.13046
Jenny Moffett, Ryan Crawford, Teresa Pawlikowska
{"title":"Enhancing clinical educator well-being.","authors":"Jenny Moffett, Ryan Crawford, Teresa Pawlikowska","doi":"10.1111/tct.13046","DOIUrl":"https://doi.org/10.1111/tct.13046","url":null,"abstract":"Life as a clinical educator can be a doubleedged sword. The privilege of working with patients and supporting the health professionals of the future carries with it the responsibility to manage the, frequently conflicting, demands of both. Add to this the pressures of career development – interviews and professional exams – and the routine tribulations of adult life, it becomes clear to see that the personal resources of clinical educators can easily become depleted.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"16 4","pages":"306-311"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37370345","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 : 2019-08-01Epub Date: 2019-07-11DOI: 10.1111/tct.13051
Riya E George, Wendy A Lowe
{"title":"Well-being and uncertainty in health care practice.","authors":"Riya E George, Wendy A Lowe","doi":"10.1111/tct.13051","DOIUrl":"https://doi.org/10.1111/tct.13051","url":null,"abstract":"<p><strong>Background: </strong>Well-being and uncertainty are intimately related, although less easily defined from a health care perspective. Uncertainty is intrinsic to both the science and practice of health care, and dealing with uncertainty can bring feelings of stress, avoidance and resistance, all of which are detrimental to an individual's well-being.</p><p><strong>Context: </strong>Contrary to the majority of the literature, which suggests promoting resilience as a way to improve health care professionals' well-being, our paper argues that a better understanding of the relationship between well-being and uncertainty can support health care professionals in managing the complexity of everyday clinical interactions.</p><p><strong>Innovation: </strong>Various strategies and educational exercises around being comfortable in not knowing, preserving uncertainty through effective communication and the use of reflective silence are discussed to support clinical educators in recognising the impact of uncertainty on individual well-being. The relationship between uncertainty and well-being is poorly understood and vaguely defined … IMPLICATIONS: Our paper calls for a broader understanding of the term well-being, recognising the interplay between individual and environmental factors that contribute to maintaining our well-being. The recommended strategies and exercises can be considered in faculty member development sessions and used to promote the incorporation of curriculum initiatives in this area.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"16 4","pages":"298-305"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37413522","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 : 2019-08-01Epub Date: 2019-07-07DOI: 10.1111/tct.13052
Dipti Sugumar, Olivia Fleming, Kathryn Ogden
{"title":"A mental health programme for medical students.","authors":"Dipti Sugumar, Olivia Fleming, Kathryn Ogden","doi":"10.1111/tct.13052","DOIUrl":"https://doi.org/10.1111/tct.13052","url":null,"abstract":"<p><strong>Background: </strong>It is critical that medical educators actively address the growing mental health burden affecting medical students. The motivation to present a mental health programme to medical students at the University of Tasmania arose in response to a recent tragedy within the student body. This emphasised the necessity of developing an effective skill-based initiative for our students. We describe a peer-led programme targeting mental health borne from this event. The aim of this article is to outline the development of this programme and to report on the preliminary feedback.</p><p><strong>Methods: </strong>This article presents a peer-led programme, delivered to medical students in the fourth year of a 5-year undergraduate degree by peers from within the student cohort. We used a multipronged approach, with the programme consisting of a five-session workshop and a supplementary resource book. A post-workshop survey was administered as formative evaluation. A total of 19 out of 20 participants responded to the survey.</p><p><strong>Results and discussion: </strong>All respondents agreed that the programme helped to reduce the stigma of mental health disease in medicine and improved both peer support and self-care practices. All students agreed that they would recommend this programme to peers, and that it provided a welcome opportunity to talk about mental health and normalised mental health concerns. Key to the success of the programme was its peer-led nature. The programme is an example of an innovative and effective programme design that can help to guide medical educators to further support the next generation of medical practitioners with their mental health skills. Our focus was on building practical skills for students to support their own and others' mental health.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"16 4","pages":"352-355"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37403410","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 : 2019-08-01Epub Date: 2019-06-28DOI: 10.1111/tct.13047
Fady Awad, Mina Awad, Karen Mattick, Paul Dieppe
{"title":"Mental health in medical students: time to act.","authors":"Fady Awad, Mina Awad, Karen Mattick, Paul Dieppe","doi":"10.1111/tct.13047","DOIUrl":"https://doi.org/10.1111/tct.13047","url":null,"abstract":"<p><strong>Background: </strong>Mental health problems are prevalent amongst medical students. However, many students delay seeking medical help or support from the medical school for a variety of reasons, including a fear of facing fitness to practice proceedings. Tackling this problem of awareness and delayed presentation will need a strong and dedicated focus at all stages, with prevention being of great importance.</p><p><strong>Methods: </strong>A conference dedicated to mental health and well-being was organised for students of all years. The first part of the conference centred on well-being dilemmas and the second part focused on discussing important issues in small group sessions.</p><p><strong>Results: </strong>Students were divided into eight groups and each group suggested improvements to the course that they felt would improve mental health and well-being. The main suggestions raised were: reassurance that the disclosure of mental health problems would not automatically result in fitness to practice proceedings; separate academic and pastoral roles of tutors; open up the topic of mental health and well-being more frequently during the programme; improve knowledge about the availability of support services; and have mentors who are at an earlier stage in postgraduate training (e.g. junior doctors).</p><p><strong>Discussion: </strong>It is necessary to tackle the prevalent myths about this topic. Many students are unaware of the support services available. This conference has therefore sought to increase awareness of the topic. An approach is also now needed to identify those who need extra help. The authors strongly advocate opening up this topic throughout the course in the context of a dedicated conference, for example. Many students are unaware of the support services available The authors strongly advocate opening up this topic throughout the course in the context of a dedicated conference ….</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"16 4","pages":"312-316"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.13047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37371896","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 : 2016-10-01Epub Date: 2015-07-15DOI: 10.1111/tct.12428
Craig Brown, Jerry Morse, Ian Morrison
{"title":"The integrated use of simulation and voting with Personal Response Systems.","authors":"Craig Brown, Jerry Morse, Ian Morrison","doi":"10.1111/tct.12428","DOIUrl":"https://doi.org/10.1111/tct.12428","url":null,"abstract":"<p><strong>Background: </strong>Institutions worldwide are struggling to meet the increased demand for simulation-based medical education. Although the benefits of Personal Response Systems (PRS) voting have been known for a while, this is the first study to evaluate their use in conjunction with simulated scenarios to teach medical decision-making. We therefore aim to ascertain whether this joint approach is as effective as 'case-based discussion' at learning, and if it is a novel, alternative and acceptable means of instructional delivery The combination of simulation and PRS voting is an effective means of delivering simulation to the masses</p><p><strong>Methods: </strong>This ethically approved pilot study was a prospective randomised educational intervention trial in which consenting final-year medical students were randomised to one of two groups. The control group received standard lecture case-based discussions along with the intervention group, receiving a lecture with simulation and interactive PRS voting. Both groups received four scenarios over a period of 4 weeks. Assessment was by single best answer multiple-choice questions. In the final week participants completed a five-point Likert-scale evaluation questionnaire.</p><p><strong>Results: </strong>Thirty-five students participated in the study. There was no statistical difference in the mean scores between the groups. Students in the intervention group reported that they would like to use this method of educational instruction again (strongly agree n = 18/18), that it was enjoyable (n = 17/18), that it encouraged student-teacher interaction and was an extremely satisfactory means of learning.</p><p><strong>Conclusion: </strong>The combination of simulation and PRS voting is an effective means of delivering simulation to the masses without having to deliver masses of simulation. Further studies should evaluate the cost benefits of 'simulation for the masses' in this respect, and promote this model of delivery further in interprofessional health care teaching.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 5","pages":"332-6"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34010065","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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