Clinical teaching: maintaining an educational role for doctors in the new health care environment

Prideaux, David; Alexander, Heather; Bower, Adrian J.; Dacre, Jane; Haist, Steven A.; Jolly, Brian; Norcini, John J.; Roberts, Trudie; Rothman, Arthur I.; Rowe, Richard C.; Tallett, Susan

doi:10.1046/j.1365-2923.2000.00756.x

Cited by 123 publications

(112 citation statements)

References 21 publications

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“…Comment from the open questionnaire, the timeliness of teacher was often questioned, which is also similar to the study done by Clinical teachers have a dual role in medicine, to provide patient care and to teach 28 . Though all doctors are well prepared for their clinical roles, few are trained for their teaching roles 29 .…”

Section: Discussionmentioning

confidence: 84%

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Sultana¹,

Ara²,

Talukder³

et al. 2017

J. Bangladesh Coll. Phys.

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Introduction: Bedside teaching is the core teaching strategy in the clinical study in undergraduate medical education of Bangladesh. Many of the environments and opportunities available for bedside teaching and learning have changed. Students’ views about current status of bed side teaching in Obstetrics and Gynaecology was studied in this study.Methodology: This was a cross sectional study conducted in seven (three public and four private) medical colleges in Bangladesh from July 2012 to June 2013. A total 578, 5th year MBBS students were enrolled who have completed at least 15 days of bedside teaching in Obstetrics and Gynaecology department. A self-administered structured questionnaire (Annex 1) with a five point Likert scale (1- strongly disagree, 5-strongly agree) was used for obtaining information from the students. The questionnaire had four main sections- physical environment of bedside sessions, issues regarding patient’s comfort and attitude towards patient, teaching tasks, group dynamics and there was a space to write any other comments. Each section had a number of items and total 25 items were observed. For each variable frequency distribution, mean score and standard deviation (SD) were calculated. Here mean score 5- no need of further improvement, as it covered all the required criteria, 4 to <5- very minimum effort, 3 to <4- some effort, 2 to <3= moderate effort, 1to <2= considerable efforts are needed to fulfill the required criteria.Result: The overall mean score on physical environment factors was 2.75(.44), issues regarding patient’s comfort and attitude toward patient was 3.74(.48), teaching tasks was 3.12(.45) and group dynamics was 3.08(.21).Conclusion: In all aspects of bed side teaching minimum to moderate efforts are necessary to make it more effective. The administrators and teachers should ensure comfortable physical environment in bedside teaching and must learn how to involve patients and learners in the educational process. So along with training on general principles of teaching, the clinical teachers should be provided with special training on bedside teaching skills.J Bangladesh Coll Phys Surg 2017; 35(4): 163-169

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Section: Discussionmentioning

confidence: 84%

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Sultana¹,

Ara²,

Talukder³

et al. 2017

J. Bangladesh Coll. Phys.

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“…Thus, although variation at a hospital level is present, our findings strongly suggest that within each hospital there exists a range of student experience and that this can be attributed in part to the attitudes and characteristics of individual teachers. Such an observation is not new (Metcalf & Matharu, 1995;Prideaux et al, 2000;Mclean, 2001).…”

Section: Discussionmentioning

confidence: 98%

A comparison of medical students’ perceptions of their initial basic clinical training placements in ‘new’ and established teaching hospitals

et al. 2006

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This study has examined students' perceptions of the factors influencing learning during initial hospital placements and whether differences in perceived experiences were evident between students attending new and established teaching hospitals. Five focus groups were conducted with Year III students at the University of Birmingham Medical School (UBMS): three with students attending three established teaching hospitals and two with students attached to a new teaching hospital (designated as part of the UBMS expansion programme). Extensive variation in student perception of hospital experiences was evident at the level of teaching hospital, teaching firm and individual teacher. Emergent themes were split into two main categories: 'students' perceptions of teaching and the teaching environment' and 'the new hospital learner'. Themes emerging that related to variation in student experience included the amount of structured teaching, enthusiasm of teachers, grade of teachers, specialty of designated firms and the number of students. The new teaching hospital was generally looked upon favourably by students in comparison to established teaching hospitals. Many of the factors influencing student experience relate to themes grouped under the 'new hospital learner', describing the period of adjustment experienced by students during their first encounter with this new learning environment. Interventions to improve student experience might be aimed at organisations and individuals delivering teaching. However, factors contributing to the student experience, such as the competing demand to teaching of heavy clinical workloads, are outside the scope of medical school intervention. In the absence of fundamental change, mechanisms to equip students with 'survival skills' as self-directed hospital learners should also be considered.

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“…9 Prideaux gaat in zijn artikel uit van het CanMEDS 2000-model waarin de zes bekwaamheden zijn weergegeven waarover de arts dient te beschikken teneinde de eisen die de maatschappij stelt het hoofd te kunnen bieden. 10 Die zes bekwaamheden (medical expert, communicator, collaborator, manager, health advocate, scholar en professional) zullen volgens Prideaux niet alleen als eindtermen in de opleiding gehanteerd dienen te worden, zij dienen bovenal ter explicitering van het rolmodel dat de opleider heeft ten aanzien van de studenten en assistenten. Een docent die zich bewust is van deze rollen, werkt daarmee tevens aan zijn rol als competent arts voor de patiënten.…”

Section: De Theorieunclassified

Trainingen voor klinische docenten

Zwierstra¹,

Fick²

2004

TMEO

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InleidingKlinisch werkzame docenten zijn doorgaans competente beroepsbeoefenaren, van wie vakkennis een eerste (en tot op heden vaak ook enige) vereiste is om klinisch docent te kunnen zijn. Het hebben van didactische bekwaamheid wordt zelden als voorwaarde gesteld voor het uitvoeren van een onderwijs-of opleidingstaak. Kennelijk wordt er impliciet van uit gegaan, dat klinische expertise vanzelf leidt tot goed doceren. In veel ziekenhuizen maakt het verzorgen van onderwijs en opleiding een substantieel deel uit van de dagelijkse werkzaamheden van medisch specialisten en arts-assistenten, al dan niet in opleiding. Herhaaldelijk wordt in de literatuur aangegeven dat op dit gebied verbeteringen nodig of gewenst zijn, zoals o.a. blijkt uit een uitspraak van Calman: "We need to look again at how doctors learn and how teaching methods can be improved in order that time spent in education can be used efficiently." 1 Tegenwoordig worden aan opleidingen en opleiders in toenemende mate hogere eisen gesteld, zoals het formuleren van eindtermen, het opstellen van doelmatige en doeltreffende opleidingsprogramma's, het ontwerpen en afnemen van goede toetsen, et cetera. In de hedendaagse initiële én vervolgopleiding zullen we dan ook moeten streven naar opleiders en klinische docenten, die specifiek voor die taak zijn opgeleid.In dit artikel gaan wij in op argumenten, die de noodzaak van structurele docenttrainingen in het medisch opleidingscontinuüm onderstrepen, bespreken we enkele niveau's, die onderscheiden kunnen worden in relatie tot klinische docenttaken en geven we enkele voorbeelden van trainingsprogramma's voor docenten.

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Clinical teaching: maintaining an educational role for doctors in the new health care environment

Cited by 123 publications

References 21 publications

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

Students’ Perception about Status of Bedside Teaching in Undergraduate Medical Education of Bangladesh

A comparison of medical students’ perceptions of their initial basic clinical training placements in ‘new’ and established teaching hospitals

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