scholarly journals Peer Observations: Enhancing Bedside Clinical Teaching Behaviors

Cureus ◽  
2020 ◽  
Author(s):  
Kimberly Pedram ◽  
Michelle N Brooks ◽  
Carolyn Marcelo ◽  
Nargiza Kurbanova ◽  
Laura Paletta-Hobbs ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Teaching Behaviors ◽  
Peer Observations

scholarly journals A Curriculum for Enhancing Physician Teaching Skills: The Value of Physician-Educator Partnerships

2021 ◽  
Vol 8 ◽  
pp. 238212052110320
Author(s):  
Mara M Hoffert ◽  
Karla D Passalacqua ◽  
Alexis Haftka-George ◽  
Odaliz Abreu Lanfranco ◽  
Robert A Martin
Keyword(s):  
Clinical Teaching ◽  
Cultural Humility ◽  
Teaching Skills ◽  
Instructional Designers ◽  
Successful Implementation ◽  
Central Feature ◽  
Learning Approaches ◽  
Clinical Environment ◽  
Teaching Behaviors ◽  
Training Outcomes

Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institutions can help physicians develop teaching skills, but these programs often are developed without the input of educational specialists and not based in educational theory. In this methodology paper, we describe a 5-module curriculum that was developed in a cross-disciplinary collaboration between instructional designers and physician faculty. By merging educational and medical expertise and using adult learning theory with the Charlotte-Danielson educational framework, an essentials for clinical teaching educational endorsement program (ECTEEP) was created as a feature of the institutional curriculum within a large, urban teaching hospital. Here we describe how the program was developed through a physician-educator partnership, outline the program’s key content, and highlight essential aspects of successful implementation. The ECTEEP incorporates active learning approaches within an abbreviated format, distilling 5 critical aspects of effective teaching that are relevant to the clinical environment: cultural humility and safe learning environments, instruction practices for engaging learners, instruction and assessment strategies, receiving and giving feedback, and mentorship and coaching. A central feature of the program is that facilitators actively model the teaching behaviors they are conveying, which underscores the critical importance of facilitator preparation and skill. Our curriculum is offered here as a basic template for institutions that may want to establish a program for enhancing physician teaching skill.

scholarly journals Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

2021 ◽  
Vol 3 ◽  
Author(s):  
Catherine Bilyeu ◽  
Amanda Sharp ◽  
Katherine Myers
Keyword(s):  
Clinical Education ◽  
Clinical Teaching ◽  
Assessment Tool ◽  
Physical Therapist ◽  
Teaching Behaviors ◽  
Teaching Excellence ◽  
Entry Level ◽  
New Graduates ◽  
Physical Therapist Education ◽  
Therapist Education

Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates. Despite this key role, CIs are often deficient in formal knowledge of the learning sciences that influence quality of clinical education experiences. Clinical education stakeholders also lack a standardized and consistent approach to defining and assessing clinical teaching skills, resulting in an inability to provide adequate feedback and growth opportunities for CIs. Perspective: A gap exists between qualitative descriptions of clinical teaching behaviors and the ability to objectively assess those behaviors in CIs. Grounded in the Model of Excellence in Physical Therapist Education, this perspective calls attention to and proposes steps toward excellence in clinical education. Defining essential competencies of clinical teaching in the physical therapy profession requires a systematic approach. The competencies established through this approach then become the foundation for creating a meaningful assessment tool of CI performance. Implications for clinical education: Developing educator competencies and a related assessment tool for CIs allows for the provision of meaningful feedback, the creation of targeted professional development programs, and opportunities for recognition of clinical teaching excellence. Without effective CIs, new graduates may be inadequately equipped to contribute to the profession’s vision of educational excellence.

The Search for Effective and Efficient Ambulatory Teaching Methods Through the Literature

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_2) ◽  
pp. 231-237
Author(s):  
Charlotte Heidenreich ◽  
Patricia Lye ◽  
Deborah Simpson ◽  
Mary Lourich
Keyword(s):  
Clinical Education ◽  
Teaching Methods ◽  
Literature Search ◽  
Clinical Teaching ◽  
Educational Effectiveness ◽  
Teaching Behaviors ◽  
Or Efficiency ◽  
Ambulatory Teaching ◽  
Article Analysis ◽  
Effectiveness And Efficiency

Objective. Education in ambulatory settings is characterized by the conflicting agendas of clinical efficiency and educational effectiveness. In recognition of the challenge to teach more effectively, this review was undertaken to identify literature-based teaching methods for ambulatory-based education. Design. Literature search resources included electronic databases and relevant journal indices. After preliminary title/abstract review, final critical review using a coding sheet was undertaken to define the teaching behavior or characteristic in each article, and to evaluate empirical data related to effectiveness and/or efficiency. Results. Our literature search and subsequent article analysis yielded 11 clinical teaching methods, but no agreed upon descriptor or key features for these methods. Synthesis of this literature lead to succinct descriptions of each method and a label. Conclusions. There is limited evidence regarding the effectiveness of ambulatory teaching methods in cited literature. By establishing a common nomenclature and descriptions for 11 methods, this review lays the foundation for investigators to systematically study the effectiveness and efficiency of ambulatory-focused clinical teaching methods both within and across specialties.ambulatory education, clinical education, clinical teaching, medical education, precepting teaching behaviors, teaching methods.

Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors

2002 ◽  
Vol 6 (1) ◽  
pp. 46-49 ◽  
Author(s):  
M. Kathleen Brewer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Baccalaureate Nursing Students ◽  
Clinical Faculty ◽  
Teaching Behaviors ◽  
Faculty Teaching ◽  
Faculty Behavior

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

scholarly journals Effective Clinical Teaching Behaviors Views of Nursing Students and Nurse Educators at University of Gondar, Northwest Ethiopia: Cross-Sectional Institution Based Study

2018 ◽  
Vol 7 (3) ◽  
pp. 119-123 ◽  
Author(s):  
Berhanu Boru Bifftu ◽  
Berihun Assefa Dachew ◽  
Bewket Tadesse Tiruneh ◽  
Tesfaye Demeke Ashenafie ◽  
Eleni Tesfaye Tegegne ◽  
...  
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Northwest Ethiopia ◽  
Teaching Behaviors ◽  
Cross Sectional

scholarly journals Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

2016 ◽  
Vol 3 ◽  
pp. JMECD.S40798 ◽  
Author(s):  
Julie B. Damp ◽  
Charlene M. Dewey ◽  
Quinn Wells ◽  
Leora Horn ◽  
Susan F. Kroop ◽  
...  
Keyword(s):  
Faculty Development ◽  
Clinical Teaching ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program ◽  
Teaching Behaviors ◽  
Self Assessment ◽  
Barriers To Participation ◽  
Participant Satisfaction ◽  
Faculty Teaching

Introduction The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. Methods Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. Results A total of 82% of faculty ( N = 41) attended. Participants rated workshops highly (mean, 4.43/5.00). Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops ( P = 0.042). Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation.

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