Faculty and student perceptions of clinical training experiences in professional psychology.

2017 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Gerardo Rodriguez-Menendez ◽  
Jared P. Dempsey ◽  
Teresa Albizu ◽  
Shelley Power ◽  
Maggie Campbell Wilkerson
Keyword(s):  
Student Perceptions ◽  
Clinical Training ◽  
Professional Psychology

Future of Professional Psychology: Predictions by Clinical Training Directors

2010 ◽  
Author(s):  
Ryan D. Kuehlthau ◽  
Clark L. Campbell ◽  
Mary A. Perterson ◽  
Kathleen E. Gathercoal
Keyword(s):  
Clinical Training ◽  
Professional Psychology ◽  
Training Directors

scholarly journals Feedback for Learning in Pharmacy Education: A Scoping Review

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicholas R. Nelson ◽  
Rebecca B. Carlson ◽  
Amanda H. Corbett ◽  
Dennis M. Williams ◽  
Denise H. Rhoney
Keyword(s):  
Student Perceptions ◽  
Study Design ◽  
Scoping Review ◽  
Clinical Training ◽  
Pharmacy Education ◽  
Future Research ◽  
Development Programs ◽  
Quality Feedback ◽  
English Articles ◽  
Work Up

Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

scholarly journals Developing advanced hospital pharmacy practice experiences in a Bachelor of Pharmacy programme in Jordan: A novel training programme and evaluation of student perceptions

2021 ◽  
pp. 334-343
Author(s):  
Yazan S. Batarseh ◽  
Michael J. Rouse ◽  
Rowan AlEjielat ◽  
Anas Khaleel ◽  
Mohammad Aluwidi ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Training ◽  
Patient Adherence ◽  
Pharmacy Practice ◽  
Training Programme ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Main Challenge ◽  
Study Population ◽  
The University

Objective: To describe, introduce, and assess student perceptions of a structured clinical training programme for pharmacy students that meets the expectations of advanced pharmacy practice experiences of Doctor of Pharmacy (Pharm.D.) programmes accredited by the Accreditation Council for Pharmacy Education. Methods: A clinical training programme was held from July to September 2019. Training included hands-on hospital rotations focusing on essential pillars of pharmaceutical care including ensuring proper medical indication, effectiveness, safety, and patient adherence (total of 160 hours). The study population included 35 senior pharmacy students from the University of Petra. Results: Qualitative answers from students showed positive responses associated with the programme’s pre-training orientation, clinical training, preceptors involved, and student’s clinical knowledge and skills. Conclusion: The piloted introduction of a structured clinical training programme for pharmacy students was successful. Students reported positive evaluations and perceptions of clinical training sites and staff as well as their clinical and practical skills. The main challenge students encountered was transportation to the practice site.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School

2017 ◽  
Vol 29 (4) ◽  
pp. 383-391 ◽  
Author(s):  
Lisette Dunham ◽  
Michael Dekhtyar ◽  
Gregory Gruener ◽  
Eileen CichoskiKelly ◽  
Jennifer Deitz ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Medical School ◽  
Student Perceptions ◽  
Clinical Training ◽  
School Change

Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

2010 ◽  
Vol 20 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Glenn Tellis ◽  
Lori Cimino ◽  
Jennifer Alberti
Keyword(s):  
Real Time ◽  
Digital Technology ◽  
Clinical Training ◽  
State Of The Art ◽  
Clinical Skills ◽  
Slow Motion ◽  
Video Capture ◽  
Microsoft Excel ◽  
Clinical Supervisors ◽  
Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

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