University: Student Peer Mentoring in the Clinical Training of Speech-Language Pathologists

2012 ◽  
Vol 22 (1) ◽  
pp. 12-27 ◽  
Author(s):  
Carlotta Kimble ◽  
Gregory Turner
Keyword(s):  
Clinical Training ◽  
Peer Mentoring ◽  
Phenomenological Study ◽  
Clinical Skills ◽  
Model Development ◽  
Clinical Instructor ◽  
Peer Mentor ◽  
Face To Face ◽  
Self Confidence ◽  
First Time

This phenomenological study explored the nature of clinical peer mentoring experiences from the perspectives of first-time undergraduate student clinicians, graduate student peer mentors, and their clinical instructor at one Midwestern university. Participants included five mentor–first time (FT) clinician pairs and one clinical instructor. In-depth, semi-structured, face-to-face interviews were analyzed using Moustakas’ (1994) modified van Kaam method of analysis of phenomenological data. The findings revealed personal and reciprocal peer mentor–FT clinician relationships that impacted clinical instructor supervision. The results suggested a dichotomy between acceptance of peer mentor guidance and support and FT clinician self-confidence in clinical skills. The findings demonstrated the potential impact of relationship dynamics between peer mentor and clinical instructor on the overall clinical experience of FT clinicians. The results yielded implications for peer mentor model development.

scholarly journals Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

2021 ◽  
Vol 9 (5) ◽  
pp. 57
Author(s):  
Antonio M. Lluch ◽  
Clàudia Lluch ◽  
María Arregui ◽  
Esther Jiménez ◽  
Luis Giner-Tarrida
Keyword(s):  
Clinical Practice ◽  
Skill Acquisition ◽  
Clinical Training ◽  
Peer Mentoring ◽  
Clinical Skills ◽  
Technical Skills ◽  
Study Groups ◽  
Self Evaluation ◽  
Academic Knowledge ◽  
Post Hoc

Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.

Situational Supervision for Athletic Training Clinical Education

2009 ◽  
Vol 4 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Linda S. Levy ◽  
Greg Gardner ◽  
Mary G. Barnum ◽  
K. Sean Willeford ◽  
Patrick Sexton ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Situational Leadership ◽  
Cooperative Interaction ◽  
Clinical Instructor ◽  
Athletic Training Students ◽  
Self Confidence ◽  
Approved Clinical Instructors ◽  
Supervision Model

Introduction: The medical education model provides the basis for athletic training students to learn theoretical and practical skills. Clinical rotations are completed where they apply what they have learned under the direct supervision of a clinical instructor (CI) or approved clinical instructor (ACI). Approved clinical instructors are taught how to evaluate athletic training students' clinical skills and proficiencies, yet are left to decide for themselves how students should be supervised. No formal supervision training is required for potential CIs/ACIs. Situational Supervision is one potential model that can be used by athletic training educators to provide guidance to CIs/ACIs regarding student supervision. This model provides a method for students to be supervised according to their knowledge base, experience and self-confidence. Objective: To present the Situational Supervision Model that can be used to develop athletic training students' clinical skills. Background: Based on Blanchard and Hersey's Situational Leadership, Situational Supervision provides CIs/ACIs with one supervision model that can be used in athletic training clinical education. Description: As students become more comfortable with clinical skills and mature in motivation and competence, CIs/ACIs need to adapt supervision styles to match the students' progressing development. Clinical Advantages: Using situational supervision, clinical instruction becomes a cooperative interaction between CIs/ACIs and athletic training students that is dependent on the students' needs and abilities, which may result in higher satisfaction and production for both the students and the CIs/ACIs.

scholarly journals Sustainability and innovation: a blended approach to peer mentor leader training

2015 ◽  
Author(s):  
Jason John Hettrick ◽  
Linda Moses-Allison
Keyword(s):  
Peer Mentoring ◽  
Institutional Context ◽  
Virtual Learning Environment ◽  
Widening Participation ◽  
Peer Mentor ◽  
Face To Face ◽  
Future Developments ◽  
Leader Training ◽  
The University ◽  
Small Team

Peer Assisted Study Sessions (PASS) is an established part of widening participation and retention activities at the University of Cumbria. In October 2013, the question of sustainability and growth of the scheme was addressed. The small team of PASS supervisors needed to create an effective and innovative way to meet the challenges of growing and maintaining the university’s most successful peer mentoring scheme. To this end a new blended approach to PASS training was trialled in 2014. The training combined a range of face-to-face support, training and debriefs (plus online elements), via a virtual learning environment (VLE) and Facebook. Having been successful in both implementation and outcomes, this new blended approach to delivering training has now been adopted by the PASS supervisor team.   The purpose of this paper is to give an overview of the approaches and methods taken at the University of Cumbria in delivering this blended approach to PASS leader training. Initially it addresses the motivation behind the need for change, in an institutional context. It then explores some of the challenges faced during the implementation and delivery of training. Finally, it reflects on the evaluation and acknowledges future developments for leader training.   

scholarly journals Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

scholarly journals Assessing The Utility and Efficacy of e-OSCE Among Undergraduate Medical Students During The COVID-19 pandemic

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Undergraduate Medical Students ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background The outbreak of coronavirus disease 2019 (COVID-19) and its quick progression to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the utility and efficacy of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE. Methods We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using the teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus, while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channel and examiners rotated across all students. The utility and efficacy of e-OSCE was evaluated using a self-administered questionnaire for students, examiners and e-OSCE team. Results The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the seamless organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated the themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable format of e-OSCE. Conclusion During and beyond COVID- 19 era, e-OSCE is a strong substitute to standard OSCE for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in the assessment of clinical competencies of medical students.

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.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

scholarly journals Effect of Peer Mentoring on Quality of Life among CKD Patients: Randomized Controlled Trial

2021 ◽  
pp. 1-11
Author(s):  
Nasrollah Ghahramani ◽  
Vernon M. Chinchilli ◽  
Jennifer L. Kraschnewski ◽  
Eugene J. Lengerich ◽  
Christopher N. Sciamanna
Keyword(s):  
Quality Of Life ◽  
Kidney Disease ◽  
Computer Literacy ◽  
Peer Mentoring ◽  
Controlled Trial ◽  
Online Mentoring ◽  
Peer Mentors ◽  
Face To Face ◽  
Domain Scores

<b><i>Introduction:</i></b> CKD is associated with decreased quality of life (QOL). Peer mentoring (PM) leads to improved QOL in various chronic diseases. The effectiveness of PM on QOL of patients with CKD has not been previously studied. We conducted a randomized clinical trial to test the effectiveness of face-to-face (FTF) and online mentoring by trained peers, compared with usual care, on CKD patients’ QOL. <b><i>Methods:</i></b> We randomized 155 patients in one of 3 groups: (1) FTF PM (<i>n</i> = 52), (2) online PM (<i>n</i> = 52), and (3) textbook only (<i>n</i> = 51). Peer mentors were patients with CKD, who received formal training through 16 h of instruction. Participants in all 3 groups received a copy of an informational textbook about CKD. Participants assigned to PM received either 6 months of FTF or online PM. The outcomes included time-related changes in domain scores of the Kidney Disease Quality of Life (KDQOL)-36 for each of the groups over the 18-month study period. <b><i>Results:</i></b> Compared with baseline, online PM led to improved scores in domains of the KDQOL-36 at 18 months: Effects of Kidney Disease (<i>p</i> = 0.01), Burden of Kidney Disease (<i>p</i> = 0.01), Symptoms and Problems of Kidney Disease (<i>p</i> = 0.006), SF-12 Physical Composite Summary (<i>p</i> = 0.001), and SF-12 Mental Composite Summary (<i>p</i> &#x3c; 0.001). There were no statistically significant changes from baseline in domain scores of KDQOL-36 within the FTF PM and textbook-only groups. <b><i>Conclusions:</i></b> Among patients with CKD, online PM led to increased scores in domains of the KDQOL-36 at 18 months. The study was limited to English-speaking subjects with computer literacy and internet access.

scholarly journals Evaluating the Impact of Training Health Professionals to Deliver Brief Motivational and Skills-Based Interventions for Cannabis Use Disorder

2012 ◽  
Vol 2 ◽  
Author(s):  
Dion Alperstein ◽  
Jan Copeland
Keyword(s):  
Clinical Training ◽  
Health Workers ◽  
Clinical Skills ◽  
Cannabis Use ◽  
Evidence Based ◽  
Transfer Of Knowledge ◽  
Evidence Based Treatment ◽  
Cognitive Behavioural ◽  
The Impact

Background: While there is considerable evidence that brief motivational and skills-based interventions for substance use are effective, little is known regarding the transfer of knowledge from research to practice. This study aims to evaluate the effectiveness of two half-day didactic clinical training workshops for allied health workers, which did not incorporate feedback or supervision, via independent follow-up three months post training.Methods: In total, 1322 participants attended either or both of the evidence-based treatment workshops run by the National Cannabis Prevention and Information Centre. Of those participants, 495 (37%) completed an online follow-up evaluation three months later regarding their use of the newly learnt intervention(s).Results: At follow-up, 270 (54.5%) participants had an opportunity to use the skills and 144 (53.3%) of those participants reported having used the clinical skills taught in the workshop. Of those who used one of the interventions, 90 (62.5%) participants reported their clients had reduced or quit their cannabis use. Furthermore, 43 (30%) of these participants had attempted to train others in the workplace in the techniques learnt in the workshop.Conclusion: Even a half-day didactic clinical training workshop on evidence-based brief cognitive–behavioural techniques delivered to clinicians working in the field can improve knowledge and confidence among clinicians and outcomes among their clients with cannabis use related problems.

The Application of Peer Mentoring to Improve Fitness in Older Adults

2009 ◽  
Vol 17 (3) ◽  
pp. 344-361 ◽  
Author(s):  
Sandor Dorgo ◽  
George A. King ◽  
Gregory D. Brickey
Keyword(s):  
Older Adults ◽  
Peer Mentoring ◽  
Exercise Program ◽  
Peer Mentors ◽  
Participation Rates ◽  
Peer Mentor ◽  
Fitness Program ◽  
Student Mentors ◽  
Fitness Measures ◽  
Mentor Model

Purpose:To investigate the effectiveness of a peer-mentored exercise program, this study compared the program perception, retention and participation rates, and physical improvements of older adults trained by peer mentors (PMs) with those of a group trained by student mentors (SMs).Methods:After a 30-week peer-mentor preparation, 60 older adults (M±SDage: 68.7 ± 6.1 yr) were recruited and randomly assigned to either the PM or the SM group. Both groups completed an identical 14-week fitness program. Pre- and posttraining assessments of fitness were completed, and the efficacy of the PMs and SMs was surveyed.Results:High retention was observed in both groups, but the SM group had higher participation. Both groups improved their fitness significantly, with no significant posttest differences between the groups in most fitness measures or in program perception rates.Discussion:Findings suggest effectiveness of the peer-mentor model in an older adult exercise program.

Sign in / Sign up

Export Citation Format

Share Document