The clinical teacher
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Few studies have investigated potential differences between the opinions of educators and undergraduates regarding spirituality in patient care. Understanding these differences, could lead to better strategies for educational proposes. ⋯ These findings revealed some of the challenges faced by spirituality medical training in Brazil, and differences between MTs and MSs regarding this issue. Further studies are needed to replicate these findings in other countries.
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Usability is the ease with which something can be used, but this essential concept appears to be rarely considered when using technology for teaching and learning in medical education. ⋯ Careful attention needs to be made to the main factors that determine usability: the learner and context; the technology being used; and the content.
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Critical incident analysis reveals that poor performance in 'human-factor' or non-technical skills, such as decision making, leadership, teamwork and situational awareness, are frequently identified as key underlying features leading to adverse events. Simulation technology is a rapidly emerging modality used to develop technical and non-technical skills within specialist training as increasing shift-pattern work reduces work-based exposure and learning opportunities. To date, however, there is little literature regarding its use within core medical training to develop crisis resource management skills and medical registrar competency. ⋯ This pilot programme shows the benefits of a high-fidelity, in situ, multidisciplinary simulation training course for core medical trainees in developing the key crisis resource management skills necessary at medical registrar level. As a historical apprenticeship model of training becomes increasingly variable and absent, we present a novel complimentary training strategy for tomorrow's medical registrars.
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The clinical teacher · Feb 2013
A community continuity programme: volunteer faculty mentors and continuity learning.
Longitudinal generalist preceptorship experiences early in medical education can have beneficial effects on how students practise the art and science of medicine, regardless of their eventual career choices. ⋯ An integrative, longitudinal, community-based, early clinical experience programme driven by volunteer CMs provides patient-centered instruction for preclinical students in the clinical, social, behavioural, ethical and research foundations of medicine.
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Handover is a key activity in acute health care, with patient safety implications if it is not performed well. This is becoming more important with shorter working hours and therefore a greater number of handovers. Despite this there is a paucity of evidence to guide education to enhance practice. A teaching session for senior medical students on handover of care was devised, delivered and evaluated, with the aim of producing a theoretically sound intervention that is acceptable to students and can be delivered with limited resources. ⋯ A pedagogically sound teaching session, based on best-evidence theories for modelling handover practice, is presented. The perceived ability to handover has also been extremely high after the intervention. Other educators can use this intervention as a starting point for designing interventions within their own setting, and to allow future research to investigate the effectiveness of such interventions.