{"title":"If at first you don't succeed….","authors":"","doi":"10.1111/tct.12548","DOIUrl":"https://doi.org/10.1111/tct.12548","url":null,"abstract":"Several years ago I ran a 1hour session on interprofessional education (IPE) during a facetoface component of a postgraduate degree in clinical education. About 15 medical doctors attended and it all went horribly wrong. The written evaluation was critical but not specifi c. After feeling dejected, I considered why the experience had been so poor. A year later I ran a similar session and one person, who attended both iterations, told me later that I seemed like a different facilitator.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"173-4"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34359555","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 : 2016-06-01Epub Date: 2015-09-07DOI: 10.1111/tct.12416
Robyn Latessa, Anthony Schmitt, Norma Beaty, Stephen Buie, Lisa Ray
{"title":"Preceptor teaching tips in longitudinal clerkships.","authors":"Robyn Latessa, Anthony Schmitt, Norma Beaty, Stephen Buie, Lisa Ray","doi":"10.1111/tct.12416","DOIUrl":"https://doi.org/10.1111/tct.12416","url":null,"abstract":"<p><strong>Background: </strong>In longitudinal integrated clerkships (LICs), the continuous preceptor and student relationship over time creates opportunities for more in-depth teaching approaches than shorter preceptorships allow. We identify student perceptions of the most effective teaching practices and develop tips for LIC preceptors.</p><p><strong>Methods: </strong>The first four third-year medical student classes completing the Asheville LIC of the University of North Carolina School of Medicine (UNC SOM) formed the subject group. Between June and August 2013, a trained research assistant (AS) conducted semi-structured interviews with all 27 UNC SOM Asheville LIC students. Interviews were transcribed and coded by thematic analysis.</p><p><strong>Results: </strong>All 27 (100%) students participated in the interviews. We identified seven main themes of successful precepting practices: enhance teaching; create bring-backs (learning topics to bring back to preceptors); support patient ownership; structure clinic; improve feedback; engage learners; and develop a relationship. These themes were condensed into nine preceptor tips for teaching in LICs.</p><p><strong>Conclusions: </strong>The longitudinal relationship of preceptor and student in LIC models affords specific, important opportunities for teaching and learning. The concise list of LIC preceptor tips can be used by preceptors to further optimise their teaching in the LIC setting. We identify student perceptions of the most effective teaching practices and develop tips for LIC preceptors.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"213-8"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34359557","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 : 2016-06-01Epub Date: 2015-06-25DOI: 10.1111/tct.12394
Vincent Wang, Yu-Tsun Cheng, Deborah Liu
{"title":"Improving education: just-in-time splinting video.","authors":"Vincent Wang, Yu-Tsun Cheng, Deborah Liu","doi":"10.1111/tct.12394","DOIUrl":"https://doi.org/10.1111/tct.12394","url":null,"abstract":"<p><strong>Background: </strong>Just-in-time training (JITT) is an emerging concept in medical procedural education, but with few studies to support its routine use. Providing a brief educational intervention in the form of a digital video immediately prior to patient care may be an effective method to reteach knowledge for procedural techniques learned previously.</p><p><strong>Methods: </strong>Paediatric resident physicians were taught to perform a volar splint in a small workshop setting. Subsequently, they were asked to demonstrate their splinting proficiency by performing a splint on another doctor. Proficiency was scored on a five-point assessment tool. After 2-12 months, participants were asked to demonstrate their splinting proficiency on one of the investigators, and were divided into the control group (no further instruction) and the intervention group, which viewed a 3-minute JITT digital video demonstrating the splinting technique prior to performing the procedure.</p><p><strong>Results: </strong>Thirty subjects were enrolled between August 2012 and July 2013, and 29 of 30 completed the study. The retest splinting time was not significantly different, but if the JITT group included watching the video, the total time difference was statistically significant: 3.86 minutes (control) versus 7.07 minutes (JITT) (95% confidence interval: 2.20-3.90 minutes). The average assessment score difference was 1.87 points higher for the JITT group, which was a statistically significant difference (95% confidence interval: 1.00-3.00). Just-in-time training is an emerging concept in medical procedural education</p><p><strong>Discussion: </strong>JITT seems to be an effective tool in medical education for reinforcing previously learned skills. JITT may offer other possibilities for enhancing medical education.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"183-6"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33418047","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 : 2016-06-01Epub Date: 2015-06-18DOI: 10.1111/tct.12404
Robert Habicht, Lauren Block, Kathryn Novello Silva, Nora Oliver, Albert Wu, Leonard Feldman
{"title":"Assessing intern handover processes.","authors":"Robert Habicht, Lauren Block, Kathryn Novello Silva, Nora Oliver, Albert Wu, Leonard Feldman","doi":"10.1111/tct.12404","DOIUrl":"https://doi.org/10.1111/tct.12404","url":null,"abstract":"<p><strong>Background: </strong>New standards for resident work hours set in 2011 changed the landscape of patient care in teaching hospitals, and resulted in new challenges for US residency training programmes to overcome. One such challenge was a dramatic increase in the number of patient handovers performed by residents. As a result, there is a renewed focus for clinical teachers to develop educational strategies to optimise the patient handover process and improve the quality of patient care and safety.</p><p><strong>Methods: </strong>In order to investigate current gaps in resident handovers, we examined the handover processes performed by medicine interns at two academic medical centres in Baltimore, Maryland, USA. We used trained observers to collect data on whether handovers were conducted face to face, with questions asked, in private locations, with written documentation, and without distractions or interruptions. Results were analysed using chi-square tests, and adjusted for clustering at the observer and intern levels.</p><p><strong>Results: </strong>Interns successfully conducted handovers face to face (99.5%), asked questions (85.3%), used private locations (91%), included written handover documentation (95.8%) and did not experience distractions for the majority of the time (87.7%); however, interruptions were pervasive, occurring 41.3 per cent of the time. In order to investigate current gaps in resident handovers, we examined the handover processes performed by medicine interns</p><p><strong>Discussion: </strong>Interns conducted patient handovers face to face, with questions asked, in private locations, with written documentation and without distractions the majority of the time; however, interruptions during the handover process were common. Exploring gaps at the individual programme level is a critical first step to develop effective teaching strategies to optimise handovers in residency.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"187-91"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33397734","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":"Response to Clinical supervision training across contexts.","authors":"Veena Rodrigues","doi":"10.1111/tct.12474","DOIUrl":"https://doi.org/10.1111/tct.12474","url":null,"abstract":"We feel that this was achieved by designing our course specifi cally for busy health professionals: the course was 2 weeks in duration, with an expected input time of 4 hours per week; it includes short videos, animations and quizzes; and it develops an international community of practice focused on scenariobased learning. This facilitated refl ective discussions and social learning, around educational theory and practice, among multidisciplinary clinical supervisors. We believe that designing a course to build a community of practice has the potential to boost success rates of online learning programmes.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"242"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34372076","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 : 2016-06-01Epub Date: 2015-05-27DOI: 10.1111/tct.12356
Alexander Curtis, Thevarajah Viyasar, Viren Ahluwalia, Katharine Lazarus
{"title":"Educating medical students: introducing a journal club.","authors":"Alexander Curtis, Thevarajah Viyasar, Viren Ahluwalia, Katharine Lazarus","doi":"10.1111/tct.12356","DOIUrl":"https://doi.org/10.1111/tct.12356","url":null,"abstract":"Journal clubs are considered by many to be an integral part of postgraduate medical education. They improve medical professionals’ ability to effectively critique papers, and in doing so allow best evidencebased practice to be adhered to; 1 however, there is limited evidence to suggest that journal clubs have a role within undergraduate medical training, even though 90 per cent of postgraduate residencies have a journal club. 1","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"233-4"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33215711","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":"Undertaking and reporting qualitative research.","authors":"Joanna Tai, Rola Ajjawi","doi":"10.1111/tct.12552","DOIUrl":"https://doi.org/10.1111/tct.12552","url":null,"abstract":"Editors’ note: As the authors of this informative toolbox article attest, many clinical teachers have been educated within a quantitative framework. We frequently come to qualitative research late in our training, and have to learn a new vocabulary and change the way that we gather, interpret, and report on data and evidence. This transition can be very challenging, particularly as some colleagues may consider qualitative methodologies an easier option. ‘Becoming qualitative’ opens up a whole new literature, a small part of which is cited in this toolbox article. At The Clinical Teacher we acknowledge the diffi culties of presenting qualitative work within our limited word count. We aim to publish innovative and practical studies, and therefore accept work that might not be as in-depth as is required by other journals that publish much lengthier articles. We do expect a rationale for methods, a clear description of data collection, a recognised (and referenced) way of analysing the data and a synthesis of fi ndings that does not need the reader to do the main work of interpretation, however. We hope this toolbox article is helpful for both reading and carrying out qualitative research.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"175-82"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34359556","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":"Non-technical skills and health care provision in low- and middle-income countries.","authors":"Philip Cotton","doi":"10.1111/tct.12554","DOIUrl":"https://doi.org/10.1111/tct.12554","url":null,"abstract":"In many countries health professions education is based on the biomedical model, and relies heavily on technical knowledge transmission. Some readers may feel that in places of resource constraint there is an even greater reliance on knowledge transmission, and even less curriculum time and assessment given to nontechnical areas, such as ethics, communication skills and clinical decision making.","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"238-40"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34359558","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 : 2016-06-01Epub Date: 2015-06-25DOI: 10.1111/tct.12403
Michael Jacob, Patricia Stewart, Annette Medina-Walpole, Chin-To Fong
{"title":"A culinary laboratory for nutrition education.","authors":"Michael Jacob, Patricia Stewart, Annette Medina-Walpole, Chin-To Fong","doi":"10.1111/tct.12403","DOIUrl":"https://doi.org/10.1111/tct.12403","url":null,"abstract":"<p><strong>Background: </strong>Proficiency in medical nutrition requires an understanding of food-related biochemistry and the application of this knowledge in the context of culinary, cultural, psychosocial and interprofessional components.</p><p><strong>Context: </strong>Our aim was to develop a teaching format where medical students could learn the biochemistry of nutrition in the context of patient narratives, interactive cooking and dialogues with nutrition professionals.</p><p><strong>Innovation: </strong>We designed and implemented a day-long culinary laboratory intervention (lab), which is taught to first-year medical students at the University of Rochester with the help of dietetic interns from Cornell University. Here, we present the details of the intervention, the resources used and the preliminary outcomes on student attitudes. We designed and implemented a day-long culinary lab, which is taught to first-year medical students</p><p><strong>Methods and results: </strong>A questionnaire with quantitative rating scales and open-ended questions was used to probe student attitudes regarding the educational approach used in the lab. Our preliminary findings suggest that the lab was well received and that the dietetic interns were viewed as effective teachers in this context.</p><p><strong>Implications: </strong>A culinary lab is a feasible educational environment for integrating the breadth of topics within the discipline of nutrition. The experiential, food-based format appears to stimulate questions central to current nutritional controversies, particularly challenges related to translating biochemical mechanism into practical nutrition interventions. Close involvement with basic science faculty members, clinical faculty members and allied health professions are essential for this type of endeavour.</p>","PeriodicalId":74987,"journal":{"name":"The clinical teacher","volume":"13 3","pages":"197-201"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/tct.12403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33418891","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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