The clinical teacher
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There has been a rapid growth of online teaching in the past few years, yet the implementation of role-play for formal educational activities in an online setting is growing more slowly. The use of online role-playing for the development of health professions educators is virtually un-documented in the literature. ⋯ Online role-play encouraged distributed participation among a highly diverse international group of participants, supporting the conclusion that role-playing can be used effectively with mid-career health professional faculty members in the online environment.
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The clinical teacher · Mar 2011
Airway management and vascular access simulation during a medical student rotation.
Medical students electing to spend a month in anaesthesiology during their third or fourth year often experience airway management and vascular access for the first time on an actual patient. An airway management and vascular access simulation course for medical students was developed and implemented at our institution. The purpose of this study was to assess the subjective comfort level after implementing this teaching tool in medical students. ⋯ The results of this study suggest that providing medical students with a brief didactic session on airway and vascular access, including simulation on manikins, prior to the start of their encounter with actual surgical patients, can improve their comfort level in performing both procedures.
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The clinical teacher · Dec 2010
Comparative StudyTeaching and learning spinal anaesthesia: anaesthetists' attitudes.
To identify the determinants of learning for one medical procedural skill, spinal anaesthesia, by eliciting the opinions of anaesthetists in Ireland and Hungary. This objective is one component of a research project, Medical Competence Assessment Procedure (MedCAP) funded by the EU Leonardo da Vinci Lifelong Learning Programme. ⋯ Anaesthetists in Ireland and Hungary believe that learning spinal anaesthesia is determined by factors related to the trainee (motivation, knowledge), the trainer (motivation, communication) and the training programme (feedback, demonstration prior to clinical performance). Differences between respondents from the two countries were identified in regard to attitudes towards problem-based learning and self-awareness. These findings can be used to inform the design of training programmes and simulators.
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A problem faced by health professions education throughout the world is a lack of full-time clinical teachers. This is particularly serious in dentistry and nursing, but is increasingly also true in medicine. To make up for this shortfall there is a growing reliance on part-time clinical teachers. ⋯ As part-time teachers take on more responsibility, it is important that they take part in orientation and training sessions to assist them in developing the skills they need to succeed. This will require a significant commitment from the institution as well as the part-time teacher, but is critical for maintaining the academic quality of the clinical training programmes. This also represents an untapped area for research into how to ensure the success of part-time clinical teachers.