A Complementary and Alternative Medicine Workshop Using Standardized Patients Increases Knowledge and Improves Skills.

Hoellein, A. R.; Wilson, J. F.; Lineberry, M.J.; Haist, S. A.

doi:10.1097/00042871-200701010-00884

Cited by 6 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The OSCEs use a "standardized patient," who is a healthy individual trained to portray a specific patient scenario including interpersonal communication with appropriate affective responses to patient history taking by a medical or NP student, physical examination findings, and laboratory test results (Ebbert & Connors, 2004; Hoellein, Griffith, Lineberry, Wilson, & Haist, 2009; Ward & Barratt, 2005). All students have the same opportunity to perform the standardized assessment, thus removing subjectivity of the evaluator and increasing student satisfaction pertaining to fairness of clinical examinations (Ebbert & Connors, 2004).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Hallas

Biesecker

Brennan

et al. 2012

Journal of the American Academy of Nurse Practitioners

View full text Add to dashboard Cite

A more comprehensive approach to the evaluation of student core competencies by implementing one or more performance-based assessments, such as case-based evaluations, simulations, or objective structured clinical examinations (OSCEs), as a strategic part of NP evaluation prior to graduation is proposed. This change is viewed as critical to the continued success of NP programs as master's level education transitions to direct BS to DNP educational preparation for advanced nursing practice.

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Hallas

Biesecker

Brennan

et al. 2012

Journal of the American Academy of Nurse Practitioners

View full text Add to dashboard Cite

show abstract

“…the discussed exponential rise in CAM use amongst patients; poor, minimal or no medical student knowledge of CAM; and confusion as to appropriate referral practices and subsequent poor CAM referral skills, medical student interest and curiosity in learning CAM (especially in the pre-clinical years of medical school) and to decrease possible communication deficits around their future mainstream medicine patient's CAM use (8,(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25). In addition to improving medical student knowledge of current CAM practices, CAM familiarization courses and externships also appear to lead students to new attitudes and perceptions towards CAM (20,21,24,26).…”

Section: Stated Reasons For the Inclusion Of Cam Familiarisation Courmentioning

confidence: 99%

“…Medical students believed that patients should inform their doctors of CAM use (13) but acknowledged that as current knowledge deficits are causing doctors to be so hindered by their inadequate instruction in CAM, medical graduates are limited in their ability to in any way, wisely help with patient autonomy in CAM use (11). Medical students also thought that incorporation of CAM into the medical curriculum could lead to better communication, stronger relationships and collaborations between biomedical and CAM practitioners, subsequently fostering potential improvements in patient care (12).…”

Section: Perceived Impact Of Cam Training On Future Clinical Practicementioning

confidence: 99%

Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

Joyce

Wardle

Zaslawski

2016

Journal of Complementary and Integrative Medicine

View full text Add to dashboard Cite

Background This paper aims to remedy a gap in the knowledge by presenting the first critical review of the literature on major themes relating to medical students perceptions and attitudes towards the exponentially growing field of complementary and alternative medicine (CAM). MethodsAfter a comprehensive database search of the literature, 21 papers were chosen as suitable for the review. The results from these papers were tabled and discussed. ResultsThe results indicated that medical students lacked knowledge of CAM and are generally positive towards CAM education (especially in the preclinical years, if it provided evidence of efficacy and post-placement). Medical students thought that CAM should generally be incorporated into the medical curriculum mainly so they can confidently undertake referral to CAM practitioners. Being able to communicate with future patients about their CAM use was a major motivation for medical students to learn about CAM and a factor for medical student support of further incorporation of CAM content in the medical curricula. Educational exposure to CAM in many forms and in many papers was shown to significantly affect medical student attitudes to CAM. This may be reflective of the fact that, outside direct CAM training, there may be limited accessible opportunities for medical students and if integration is to occur, educational exposure is most important. ConclusionsThe rise of CAM as a social and clinical phenomenon necessitates consideration of further inclusion of these topics in the medical curriculum, if future physicians are to be able to fully discharge their role as care providers in an increasingly medically pluralistic world. However, the inclusion of CAM needs to be done in an objective and critical manner, which is relevant to the learner.

show abstract

“…Peer-assisted learning, where the acquisition of knowledge and skills are obtained when students at the same or near the same level help and support each other in the learning process, has several proven desirable effects and peer-teachers are often better at understanding their peers' difficulties in learning a new skill [10,11].…”

Section: The Student In the Role Of Teachermentioning

confidence: 99%

How to include medical students in your healthcare simulation centre workforce

2020

View full text Add to dashboard Cite

Running simulation centre activities requires a substantial amount of human resources. Here we present ideas on how medical students can be integrated into the simulation centre workforce to support the goal of delivering simulation-based education. The ideas are centred around the many different roles the students can fulfil and how this can be applied in other centres interested in integrating medical students into the workforce. The ideas are based on the experience from a regional Danish simulation centre, the Copenhagen Academy for Medical Education and Simulation (CAMES), where the work of medical students appears to be beneficial for both students, teaching and research faculty, and the growth of the simulation centre.

show abstract

A Complementary and Alternative Medicine Workshop Using Standardized Patients Increases Knowledge and Improves Skills.

Cited by 6 publications

References 0 publications

Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

How to include medical students in your healthcare simulation centre workforce

Contact Info

Product

Resources

About