scholarly journals The perspective of optometry students of the Phelophepa train regarding its role in developing experiential skills

2009 ◽  
Vol 68 (2) ◽  
Author(s):  
R. Hansraj
Keyword(s):  
South Africa ◽  
Health Care ◽  
Clinical Training ◽  
Clinical Skills ◽  
Low Vision ◽  
Learning Experience ◽  
Diagnostic Techniques ◽  
South Wales ◽  
Good Learning ◽  
Optometry Students

Purpose: The optometry degree programme in South Africa currently includes a combination of both theoretical and clinical modules.  The optometric skills required by graduates are often achieved by students’ involvement in clinical training at both in-house clinics, as well as external clinics.   One of the external clinic sites for all institutions in South Africa currently offering the Optometry degree is the Phelophepa Health Care train.  This study set out to investigate, from a student’s perspective, the effectiveness of experiential learning at this clinical site.Setting: The study was carried out aboard the Ph-elophepa Health Care train.Method:  A questionnaire survey was completed by a saturated sample of 177 optometry students having completed at least a two week clinical rotation aboard Phelophepa.  The sample comprised students from all four optometry programmes in South Africa, as well as, exchange optometry students from the University of New South Wales and Melbourne University.  The questionnaire was divided into five sections that dealt with demographics, equipment and facilities, profile of refractive and pathologycases encountered, additional skills and general perceptions. The self-administered questionnaire was in English and Afrikaans, as these are the twolanguage mediums in which optometric education,in South Africa, is currently delivered.Results: A response rate of 57% was obtained.  Theequipment and facilities aboard Phelophepa were found to be adequate.  Just over half of all the respondents had consulted with over 50 patients onPhelophepa during their two week rotation.  Communication was not reported as being a barrier to consulting with patients on Phelophepa.  Respondents reported the clinical cases as being mainly interesting and ‘good learning’ cases.  The majority of respondents (71%) felt that the general clinical skills they obtained on Phelophepa were better than those developed in their institutional clinics.  Not all refractions and ophthalmoscopy on patients aresupervised aboard Phelophepa.  There appears to be a need for the delivery of specialized optometry skills like binocular vision, paediatric vision, low vision and diagnostic techniques on Phelophepa.   All the respondents agreed that Phelophepa was a useful learning site, and 99% agreed that optometry departments should continue using it as an externalclinic site.Conclusion:  Despite certain shortcomings, under-graduate students perceive Phelophepa to be a useful learning experience that optometry schools in South Africa should continue to utilize.  

scholarly journals Measuring the Quality of Rural-Based, Government Health Care Workers in Nepal

2010 ◽  
Author(s):  
Stephen Knoble ◽  
Anil Pandit ◽  
Bibek Koirala ◽  
Laxmi Ghimire
Keyword(s):  
Health Care ◽  
Health Care Workers ◽  
Clinical Training ◽  
Health Workers ◽  
Clinical Skills ◽  
Clinical Teacher ◽  
Government Health ◽  
Care Workers ◽  
Key Skills ◽  
Significant Difference

A representative, cross-sectional clinical skills assessment of 163 mid-level, rural-based, government health care workers was conducted in four districts of Nepal in June 2007. All Health Assistants and Auxiliary Healthcare Workers within the target districts were scored using checklists of standardized key skills in clinical encounters with model patients or clinical models. Participant scores were reported as a mean percentage in adult medicine 28(%), pediatric medicine 56(%), maternity medicine 35(%), orthopedic medicine 45(%), clinical procedures 59(%), and management 46(%). This was measured against the government’s 60(%) standard on clinical skills. There was little significant difference between categories of health workers by district of posting or years of experience. There was a minor difference in skills by level of facility - workers in higher level facilities scored better across the domains. Reasons for poor performance in clinical skills were attributed to a lack of clinical in-service training programs, training only focusing on prevention and public health, and poor on-sight supervision. Poor pre-service schooling factors included heavy theory concentration in pathophysiology and inadequate clinical exposure opportunities. Recommendations for the improvement of clinical skills and decision-making include the institution of in-service competency-based training with a high emphasis on real patient exposure. Pre-service recommendations include implementation of a national certification program and an expansion of the current government clinical training sites and clinical teacher development programs.

scholarly journals Die bestek van praktyk van die kliniese verpleegspesialis in verloskunde en neonatologie

2000 ◽  
Vol 5 (2) ◽  
pp. 45-57
Author(s):  
Lizeth Roets ◽  
Diana Du Plessis
Keyword(s):  
South Africa ◽  
Health Care ◽  
Full Text ◽  
Clinical Skills ◽  
Clinical Nurse Specialist ◽  
Nurse Specialist ◽  
Clinical Nurse ◽  
Care Policies ◽  
Health Care Policies ◽  
Advanced Knowledge

It is of paramount important that the clinical nurse specialist, with her advanced knowledge and clinical skills, adopt to the changing South Africa health care policies and technological progress.OpsommingDie kliniese verpleegspesialis, met haar gevorderde kennis en kliniese vaardighede het noodsaaklik geword om by die Suid-Afrikaanse gesondheidsbeleid, tegnologiese vooruitgang en die veranderende omgewing waarin die vroedvrou moet praktiseer, aan te pas. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

scholarly journals Virtual Delivery of Simulation Education to Undergraduate Medical Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Kay Wu ◽  
Alex Chan ◽  
Avinash Pandey ◽  
Puru Panchal ◽  
Maroof Khalid ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Learning Experience ◽  
Simulated Patients ◽  
Clinical Environment ◽  
Undergraduate Medical Students ◽  
Promising Tool ◽  
Virtual Care ◽  
Simulation Based

Background: The COVID-19 pandemic has restricted in-person clinical training for medical students. Simulation-based teaching is a promising tool to introduce learners to the clinical environment. MacSim is a student-led simulation workshop for learners to develop clinical competencies. The objective of this study was to assess the impacts of MacSim and participants' perspectives regarding simulation-based teaching. Methods: A comprehensive simulation, representative of a virtual care scenario, was delivered to 42 pre-clerkship medical students via video conferencing. In pairs, participants obtained histories and carried out management plans for simulated patients. Participants were surveyed and interviewed. Survey data were analyzed using the Wilcoxon signed-ranks test. Interview transcript data were thematically analyzed. Results: Post-simulation, participants (n=24) felt more prepared to make clinical decisions, collaborate, and communicate in a virtual setting. 92% of respondents agreed MacSim was a valuable learning experience and 96% agreed more simulation-based learning should be integrated into curricula. Emergent themes from interviews (n=12) included: 1) value of simulation fidelity, 2) value of physician feedback, and 3) effectiveness of MacSim in improving virtual clinical skills. Conclusion: Simulation-based teaching is of importance and educational value to medical students. It may play an increasingly prevalent role in education as virtual care is likely to become more prevalent.

scholarly journals Preparing Graduates for Interprofessional Practice in South Africa: The Dissonance Between Learning and Practice

2021 ◽  
Vol 9 ◽  
Author(s):  
Jana Müller ◽  
Ian Couper
Keyword(s):  
South Africa ◽  
Health Care ◽  
Patient Care ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Patient Management ◽  
Secondary Data ◽  
Team Approach ◽  
Workplace Issues ◽  
Comprehensive Primary Health Care

With South Africa's tumultuous history and resulting burden of disease and disability persisting post-democracy in 1994, a proposed decentralization of heath care with an urgent focus on disease prevention strategies ensued in 2010. Subsequently a nationwide call by students to adapt teaching and learning to an African context spoke to the need for responsive health professions training. Institutions of higher education are therefore encouraged to commit to person-centered comprehensive primary health care (PHC) education which equates to distributed training along the continuum of care. To cope with the complexity of patient care and health care systems, interprofessional education and collaborative practice has been recommended in undergraduate clinical training. Stellenbosch University, South Africa, introduced interprofessional home visits as part of the students' contextual PHC exposure in a rural community in 2012. This interprofessional approach to patient assessment and management in an under-resourced setting challenges students to collaboratively find local solutions to the complex problems identified. This paper reports on an explorative pilot study investigating students' and graduates' perceived value of their interprofessional home visit exposure in preparing them for working in South Africa. Qualitative semi-structured individual and focus group interviews with students and graduates from five different health sciences programmes were conducted. Primary and secondary data sources were analyzed using an inductive approach. Thematic analysis was conducted independently by two researchers and revealed insights into effective patient management requiring an interprofessional team approach. Understanding social determinants of health, other professions' roles, as well as scope and limitations of practice in a resource constrained environment can act as a precursor for collaborative patient care. The continuity of an interprofessional approach to patient care after graduation was perceived to be largely dependent on relationships and professional hierarchy in the workplace. Issues of hierarchy, which are often systemic, affect a sense of professional value, efficacy in patient management and job satisfaction. Limitations to using secondary data for analysis are discussed, noting the need for a larger more comprehensive study. Recommendations for rural training pathways include interprofessional teamwork and health care worker advocacy to facilitate collaborative care in practice.

scholarly journals Mentoring in the clinical training of midwifery students. A focus study of the experiences and opinions of midwifery students at the Medical University of Warsaw participating in a mentoring programme

2020 ◽  
Author(s):  
Małgorzata Stefaniak ◽  
Ewa Dmoch-Gajzlerska
Keyword(s):  
Focus Group ◽  
Clinical Training ◽  
Clinical Skills ◽  
Current System ◽  
Learning Experience ◽  
Group Discussion ◽  
Healthcare Providers ◽  
Clinical Learning Environment ◽  
Global Standards ◽  
Medical University

Abstract Background: The current system of clinical training for midwifery students in Poland is in need of considerable revision to adapt it to the global standards and the expectations of healthcare providers, healthcare users and student midwives themselves. Aim of this study was to report the experiences of midwifery students participating in a mentor-led clinical training program and their opinions of mentoring as a novel training method.Methods: A qualitative descriptive study that used a focus group was undertaken in the period from October 2017 to June 2019. The participants were 12 second- and third-year midwifery students at the Medical University of Warsaw who at various times during the study period had their clinical training in the Department of Obstetrics, Solec Hospital in Warsaw, Poland. All students had previous experience of clinical training other than clinical mentorship. At the end of the study, a focus group interview was conducted with all 12 participants. Five questions were selected to guide the focus group discussion: Did you get any valuable learning experience during your clinical training? How did this clinical training differ from your previous clinical training? What was your experience of one-on-one mentoring? Did the mentoring program meet your expectations? What do you think could be changed to make the proposed mentor-led clinical training more effective?Results: Four themes were identified. The study demonstrated that mentoring was perceived by the participants as an innovative and effective method of clinical training for midwifery students. All students positively evaluated the quality of the mentor-led clinical training which allowed improving their clinical skills and building new competencies. Students believed they could effectively use their clinical skills and make informed decisions in a safe and supportive clinical learning environment. They felt that their inclusion in the therapeutic team contributed to better patient care.Conclusions: The use of innovative forms of clinical training at undergraduate level improves its effectiveness and in the future should be reflected in a high-quality maternity care. Mentoring has its advantages for both, mentor and mentee, but the main goal is to develop and improve professional competencies of the junior partner.

scholarly journals Mentoring in the clinical training of midwifery students. A focus study of the experiences and opinions of midwifery students at the Medical University of Warsaw participating in a mentoring programme

2020 ◽  
Author(s):  
Małgorzata Stefaniak ◽  
Ewa Dmoch-Gajzlerska
Keyword(s):  
Focus Group ◽  
Clinical Training ◽  
Clinical Skills ◽  
Current System ◽  
Learning Experience ◽  
Group Discussion ◽  
Healthcare Providers ◽  
Clinical Learning Environment ◽  
Global Standards ◽  
Medical University

Abstract Background: The current system of clinical training for midwifery students in Poland is in need of considerable revision to adapt it to the global standards and the expectations of healthcare providers, healthcare users and student midwives themselves. Aim of this study was to report the experiences of midwifery students participating in a mentor-led clinical training program and their opinions of mentoring as a novel training method.Methods: A qualitative descriptive study that used a focus group was undertaken in the period from October 2017 to June 2019. The participants were 12 second- and third-year midwifery students at the Medical University of Warsaw who at various times during the study period had their clinical training in the Department of Obstetrics, Solec Hospital in Warsaw, Poland. All students had previous experience of clinical training other than clinical mentorship. At the end of the study, a focus group interview was conducted with all 12 participants. Five questions were selected to guide the focus group discussion: Did you get any valuable learning experience during your clinical training? How did this clinical training differ from your previous clinical training? What was your experience of one-on-one mentoring? Did the mentoring program meet your expectations? What do you think could be changed to make the proposed mentor-led clinical training more effective? Results: Four themes were identified. The study demonstrated that mentoring was perceived by the participants as an innovative and effective method of clinical training for midwifery students. All students positively evaluated the quality of the mentor-led clinical training which allowed improving their clinical skills and building new competencies. Students believed they could effectively use their clinical skills and make informed decisions in a safe and supportive clinical learning environment. They felt that their inclusion in the therapeutic team contributed to better patient care.Conclusions: The use of innovative forms of clinical training at undergraduate level improves its effectiveness and in the future should be reflected in a high-quality maternity care. Mentoring has its advantages for both, mentor and mentee, but the main goal is to develop and improve professional competencies of the junior partner.

scholarly journals Mentoring in the clinical training of midwifery students - a focus study of the experiences and opinions of midwifery students at the Medical University of Warsaw participating in a mentoring program

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Małgorzata Stefaniak ◽  
Ewa Dmoch-Gajzlerska
Keyword(s):  
Focus Group ◽  
Clinical Training ◽  
Clinical Skills ◽  
Current System ◽  
Learning Experience ◽  
Group Discussion ◽  
Healthcare Providers ◽  
Mentoring Program ◽  
Clinical Learning Environment ◽  
Medical University

Abstract Background The current system of clinical training for midwifery students in Poland is in need of considerable revision to adapt it to the global standards and the expectations of healthcare providers, healthcare users and student midwives themselves. Aim of this study was to report the experiences of midwifery students participating in a mentor-led clinical training program and their opinions of mentoring as a novel training method. Methods A qualitative descriptive study that used a focus group was undertaken in the period from October 2017 to June 2019. The participants were 12 s- and third-year midwifery students at the Medical University of Warsaw who at various times during the study period had their clinical training in the Department of Obstetrics, Solec Hospital in Warsaw, Poland. All students had previous experience of clinical training other than clinical mentorship. At the end of the study, a focus group interview was conducted with all 12 participants. Five questions were selected to guide the focus group discussion: Did you get any valuable learning experience during your clinical training? How did this clinical training differ from your previous clinical training? What was your experience of one-on-one mentoring? Did the mentoring program meet your expectations? What do you think could be changed to make the proposed mentor-led clinical training more effective? Results Four themes were identified. The study demonstrated that mentoring was perceived by the participants as an innovative and effective method of clinical training for midwifery students. All students positively evaluated the quality of the mentor-led clinical training which allowed improving their clinical skills and building new competencies. Students believed they could effectively use their clinical skills and make informed decisions in a safe and supportive clinical learning environment. They felt that their inclusion in the therapeutic team contributed to better patient care. Conclusions The use of innovative forms of clinical training at undergraduate level improves its effectiveness and in the future should be reflected in a high-quality maternity care. Mentoring has its advantages for both, mentor and mentee, but the main goal is to develop and improve professional competencies of the junior partner.

scholarly journals Mentoring in the clinical training of midwifery students. A focus study of the experiences and opinions of midwifery students at the Medical University of Warsaw participating in a mentoring programme

2020 ◽  
Author(s):  
Małgorzata Stefaniak ◽  
Ewa Dmoch-Gajzlerska
Keyword(s):  
Focus Group ◽  
Clinical Training ◽  
Clinical Skills ◽  
Current System ◽  
Learning Experience ◽  
Group Discussion ◽  
Healthcare Providers ◽  
Training Programme ◽  
Clinical Learning Environment ◽  
Medical University

Abstract Background: The current system of clinical training for midwifery students in Poland is in need of considerable revision to adapt it to the global standards and the expectations of healthcare providers, healthcare users and student midwives themselves. Aim of this study was report the experiences of midwifery students participating in a mentor-led clinical training programme and their opinions of mentoring as a novel training method.Methods: A qualitative descriptive study that used a focus group was undertaken in the period from October 2017 to June 2019. The participants were 12 second- and third-year midwifery students at the Medical University of Warsaw who at various times during the study period had their clinical training in the Department of Obstetrics, Solec Hospital in Warsaw. All students had previous experience of clinical training other than clinical mentorship. At the end of the study, a focus group interview was conducted with all 12 participants. Five questions were selected to guide the focus group discussion: Did you get any valuable learning experience during your clinical training? How did this clinical training differ from your previous clinical training? What was your experience of one-on-one mentoring? Did the mentoring programme meet your expectations? What do you think could be changed to make the proposed mentor-led clinical training more effective? Results: Four themes were identified. The study demonstrated that mentoring was perceived by the participants as an innovative and effective method of clinical training for midwifery students. All students positively evaluated the quality of the mentor-led clinical training which allowed improving their clinical skills and building new competencies. Students believed they could effectively use their clinical skills and make informed decisions in a safe and supportive clinical learning environment. They felt that their inclusion in the therapeutic team contributed to better patient care.Conclusions: The use of innovative forms of clinical training at undergraduate level improves its effectiveness and in the future should be reflected in a high-quality maternity care. Mentoring has its advantages for both, mentor and mentee, but the main goal is to develop and improve professional competencies of the junior partner.

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.

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