Background: A good planning of clinical teaching which is followed by systematic implementation results in better training outcomes. This paper defines the detailed roles of tutor, students, patients, and the clinical learning environment from the planning phase to what should be done post the session. It relies on the idea of using checklist (tips). Our hypothesis is that checklist summarizes all relevant information in a single abstraction. Methods: A literature review of various databases such as PubMed, Google scholar, and Cochrane with different search terms and search strategies were done. Qualitative and quantitative studies published in English in the aforementioned databases, discussing both the concepts of clinical teaching as well as the roles of tutor, students, patients, and environment were reviewed. In addition, authors' experience as clinical educators were further used to define the variables. The term tips are used to refer to the steps in a checklist. Results: Sixty tips were identified. These tips highlight the roles and characteristics of: clinical tutors (26 tips), students (18 tips), clinical environment (8 tips), and patients (8 tips). Conclusions: These tips serve as a mini guide to everyone who conduct clinical teaching to medical students in the ward.
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https://doi.org/10.18502/sjms.v15i3.6964
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Haitham Mohamed El Bingawi
Haitham Mohamed El Bingawi
Al Baha University
-
Ali Hendi Alghamdi
Ali Hendi Alghamdi
Al Baha University, Medical College
Published Date
- Sep 30, 2020
Clinical Teaching: Sixty Tips for Successful Implementation
Abstract
References
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[24] Chong L, Taylor S, Haywood M, Adelstein BA, Shulruf B. (2017). The sights and insights of examiners in objective structured clinical examinations. J Educ Eval Health Prof. 2017 Dec 27;14:34. doi: 10.3352/jeehp.14.34. PMID: 29278906; PMCID: PMC5801428.
[25] Sakurai H, Kanada Y, Sugiura Y, Motoya I, Wada Y, Yamada M, Tomita M, Tanabe S, Teranishi T, Tsujimura T, Sawa S, Okanishi T. (2014). OSCE based clinical skill education for physical and occupational therapists. J Phys Ther Sci. ;26:1387–1397.
[26] Brennan PA, Croke DT, Reed M, Smith L, Munro E, Foulkes J, Arnett R. (2016. Does changing examiner stations during UK postgraduate surgery objective structured clinical examinations influence examination reliability and candidates’ scores? J Surg Educ.;73:616 623.
[27] Hofer RE, Nikolaus OB, Pawlina W. (2011). Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality. Anat Sci Educ 4, 249–255.)
[28] Pronovost, P., Needham, D., Berenholtz, S., et al. (2006). An intervention to decrease catheter-related bloodstream infections in the ICU. New England Journal of Medicine, vol. 355, pp. 2725–2732.
[29] Haynes, A. B., Weiser, T. G., Berry, W. R., et al. (2009). A surgical safety checklist to reduce morbidity and mortality in a global population. New England Journal of Medicine, vol. 360, pp. 491–499
[30] Chumley, Heidi. (2008). What does an OSCE checklist measure? Family medicine. 40. 589-91.)
[31] Kramer Heidi S. and Drews Frank A. (2016). Checking the lists: A systematic review of electronic checklist use in health care. Journal of Biomedical Informatics. 10.1016/jjbL.09.006
[2] Šimunović, V. J., Hozo, I., Rakić, M., et al. (2010). New paradigm in training of undergraduate clinical skills (NEPTUNE-CS). Croatian Medical Journal, vol. 51, pp. 373–380.
[3] Ramani, S and Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, vol. 30, pp. 347–364.
[4] General Medical Council. (2009). Tomorrow’s Doctors: Outcomes and Standards For Undergraduate Medical Education. London: GMC. Available from: http://www.ub.edu/medicina_unitateducaciomedica/documentos/TomorrowsDoctors_2009.pdf
[5] Hales, B. M. and Pronovost, P. J. (2006).The checklist: a tool for error management and performance improvement. Journal of Critical Care, vol. 21, no. 3, pp. 231–235.
[6] Irby. D. M. (1994). What clinical teachers in medicine need to know? Academic Medicine, vol. 69, pp. 333–342.
[7] Ernstzen, D. V., Bitzer, E. M., and Grimmer-Somers, K. (2009). Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: a case study. Medical Teacher, vol. 31, no. 3, pp. e102–e115.
[8] Valde, G. A. (1997). Promoting student participation and learning through the use of weekly writing assignments. Journal on Excellent College Teaching, vol. 8, no. 3, pp. 67–76.
[9] Webb, N. M., Troper, J. D., and Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, vol. 87, no. 3, pp. 406–423.
[10] Papastavrour, E., Dimitriadou, M., Tsangari, H., et al. (2016). Nursing students’ satisfaction of the clinical learning environment: a research study. BMC Nursing, vol. 15, p. 44. DOI: 10.1186/s12912-016-0164-4.
[11] Steven, A., Magnusson, C., and Smith, P. (2014). Patient safety in nursing education: contexts, tensions and feeling safe to learn. Nurse Education Today, vol. 34, pp. 277–284.
[12] Aalbers, M. W., Hommes, J., Rethans, J., et al. (2013). Why should I prepare? A mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessions. BMC Medical Education, vol. 13, no. 1, pp. 1–9.
[13] McLeod, P. J. and Harden, R. M. (1985). Clinical teaching strategies for physicians. Medical Teacher, vol. 7, pp. 173–189.
[14] Carman, D. and Britten, N. (1995). Confidentiality of medical records: the patient's perspective. British Journal of General Practice, vol. 45, pp. 485–488.
[15] Shah-Khan, M., Chowdhry, S., Brand, M. I., et al. (2007). Patient attitudes toward medical students in an outpatient colorectal surgery clinic. Diseases of the Colon & Rectum, vol. 50, pp. 1255–1258.
[16] Abdulghani, H. M., Al-Rukban, M. O., and Ahmad, S. S. (2008). Patient attitudes towards medical students in Riyadh, Saudi Arabia. Education for Health, vol. 21, p. 69.
[17] Howe, A. and Anderson, J. (2003). Involving patients in medical education. BMJ, vol. 327, pp. 326–328. DOI: 10.1136/bmj.327.7410.326.
[18] Al Ghobain, A., Alghamdi, A., Arab, A., et al. (2016). Patients’ perceptions towards the participation of medical students in their care. Sultan Qaboos University Medical Journal, vol. 16, no. 2, pp. e224–e229.
[19] Wright, H. J. (1974). Patients' attitudes to medical students in general practice. BMJ, vol. I, pp. 372–376.
[20] Gierk, B. and Harendza, S. (2012). Patient selection for bedside teaching: inclusion and exclusion criteria used by teachers. Medical Education, vol. 46, no. 2, pp. 228–233. DOI: 10.1111/j.1365-2923.2011.04054.
[21] Meinema JG, Buwalda N, van Etten-Jamaludin FS, Visser MRM, van Dijk N. (2019). Intervention Descriptions in Medical Education: What Can Be Improved? A Systematic Review and Checklist. Acad Med, 94(2):281-290.
[22] Explorer Surgical. (October 17, 2018). Why Medical Checklists Are Important. Available from: https://explorersurgical.com/blog/medical-checklists-are-important/
[23] Reijers, H., Leopold, H., and Recker, J. (2017). Towards a science of checklists. Proceedings of the 50th Hawaii International Conference on System Sciences. Available from: https://core.ac.uk/download/pdf/301371513.pdf
[24] Chong L, Taylor S, Haywood M, Adelstein BA, Shulruf B. (2017). The sights and insights of examiners in objective structured clinical examinations. J Educ Eval Health Prof. 2017 Dec 27;14:34. doi: 10.3352/jeehp.14.34. PMID: 29278906; PMCID: PMC5801428.
[25] Sakurai H, Kanada Y, Sugiura Y, Motoya I, Wada Y, Yamada M, Tomita M, Tanabe S, Teranishi T, Tsujimura T, Sawa S, Okanishi T. (2014). OSCE based clinical skill education for physical and occupational therapists. J Phys Ther Sci. ;26:1387–1397.
[26] Brennan PA, Croke DT, Reed M, Smith L, Munro E, Foulkes J, Arnett R. (2016. Does changing examiner stations during UK postgraduate surgery objective structured clinical examinations influence examination reliability and candidates’ scores? J Surg Educ.;73:616 623.
[27] Hofer RE, Nikolaus OB, Pawlina W. (2011). Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality. Anat Sci Educ 4, 249–255.)
[28] Pronovost, P., Needham, D., Berenholtz, S., et al. (2006). An intervention to decrease catheter-related bloodstream infections in the ICU. New England Journal of Medicine, vol. 355, pp. 2725–2732.
[29] Haynes, A. B., Weiser, T. G., Berry, W. R., et al. (2009). A surgical safety checklist to reduce morbidity and mortality in a global population. New England Journal of Medicine, vol. 360, pp. 491–499
[30] Chumley, Heidi. (2008). What does an OSCE checklist measure? Family medicine. 40. 589-91.)
[31] Kramer Heidi S. and Drews Frank A. (2016). Checking the lists: A systematic review of electronic checklist use in health care. Journal of Biomedical Informatics. 10.1016/jjbL.09.006