Teaching strategies for the clinical environment

Elevating and Sustaining the Component of Clinical Teaching by Targeting Teachers in Medical Institutions

“…Vidyapeeth -Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India Corresponding author: Dr. Saurabh RamBihariLal Shrivastava drshrishri2008@gmail.com and the need to be professional for a successful career (Koharchik & Redding, 2016).In continuation, clinical teaching prepares a medical student to the real-life challenges in the patient care and accordingly acquire the leadership skills, learn to become a member of the health team, and eventually become a lifelong and self-directed learner (Koharchik & Redding, 2016;Vanka & Hovaguimian;2019).…”

“…15, no. 2, 2021 medical colleges, the time for clinical teaching has significantly reduced (Vanka & Hovaguimian;2019). Moreover, no longer clinical teaching is the primary responsibility for the teachers, and they have to simultaneously discharge the roles of an administrator, evaluator, a researcher, and a mentor (Vanka & Hovaguimian;2019).…”

“…2, 2021 medical colleges, the time for clinical teaching has significantly reduced (Vanka & Hovaguimian;2019). Moreover, no longer clinical teaching is the primary responsibility for the teachers, and they have to simultaneously discharge the roles of an administrator, evaluator, a researcher, and a mentor (Vanka & Hovaguimian;2019). However, acknowledging the scope of clinical teaching in the making of a competent health care professional, the need of the hour is that the medical colleges and the individual departments should give immense attention towards delivering high-quality teaching (Koharchik & Redding, 2016;Vanka & Hovaguimian;2019;Ramani & Leinster;2008).…”

“…As the teachers remain the most important stakeholder in effective clinical teaching, they should be aware about the existing challenges and the ways to address them. The teachers have to decide before each session about the competencies being covered, the ways in which they will be covered and mode of engagement of students (Vanka & Hovaguimian;2019;Ramani & Leinster;2008). In order to engage learners of different level simultaneously, a teacher can give assignments to the students well in advance, divide bedside tasks among them and use senior students for near peer teaching (Koharchik & Redding, 2016;Vanka & Hovaguimian;2019).…”

“…The teachers have to decide before each session about the competencies being covered, the ways in which they will be covered and mode of engagement of students (Vanka & Hovaguimian;2019;Ramani & Leinster;2008). In order to engage learners of different level simultaneously, a teacher can give assignments to the students well in advance, divide bedside tasks among them and use senior students for near peer teaching (Koharchik & Redding, 2016;Vanka & Hovaguimian;2019). Further, the teachers should not be intimidated by the fact that the clinical discussion can go in some directions where they are not confident.…”