The clinical teacher
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The clinical teacher · Mar 2010
Leadership lessons from military education for postgraduate medical curricular improvement.
quality medical education includes both teaching and learning of data-driven knowledge, and appropriate technical skills and tacit behaviours, such as effective communication and professional leadership. But these implicit behaviours are not readily adaptable to traditional medical curriculum models. This manuscript explores a medical leadership curriculum informed by military education. ⋯ medical education has long emphasised subject-matter knowledge as a prime focus. However, in competency-based medical education, new curriculum models are needed. Many helpful models can be found in other professional fields. Collaborations between professional educators benefit the students, who are learning these new skills, the medical educators, who work jointly with other professionals, and the original curriculum designer, who has an opportunity to reflect on the strengths and weaknesses of his or her model.
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The clinical teacher · Mar 2010
Medical student responses to clinical procedure teaching in the anatomy lab.
the teaching of gross anatomy to first-year medical students has progressed from a 'stand-alone' discipline to one with much clinical emphasis. The curriculum at Loma Linda University School of Medicine has had increasing clinical correlates in recent years. We decided to supplement this with procedure demonstrations early in the course, and measure the student response. ⋯ advantages of having clinicians present simulated procedures in the anatomy lab include: heightened student interest; mentoring and modelling for students; introduction to clinical concepts now encountered in basic science examinations; supplementation of the thinning ranks of qualified gross anatomy teachers. The use of intravenous fluid bags and distensible bladders to simulate abnormal collections of fluid and air in body cavities is simple, inexpensive, and can be replicated in any anatomy lab.
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The clinical teacher · Mar 2010
Web-based faculty development: e-learning for clinical teachers in the London Deanery.
the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. ⋯ reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries.
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The clinical teacher · Mar 2010
Do junior doctors practise to the UK General Medical Council standards?
the the UK General Medical Council's publication Good Medical Practice gives guidance on the standards of professionalism that can be expected of doctors; doctors are also expected to recognise and to confront poor practice. This study was undertaken to discover how often suboptimal standards of care were observed by junior doctors in their own clinical setting. ⋯ the trainee doctors have commonly observed both good and, to a similar degree, poor medical practice in their peer group. Individual incidents may not have been serious, as none had been reported through governance mechanisms. However, collectively the negative observations could have an impact on patient well-being.