MOD 8 Flashcards
A program that provides professionals-in-training with practical skills instruction under the supervision of a skilled practitioner
Clinical education
aim of clinical education:
to enable the learners to begin to develop their understanding of education in the field of clinical practice
process whereby the teacher andd sstudent screate an establish partnership within a shared environment in such a way that the teacher’s primary, operational frame of reference is maintained
clinical learning
purpose of clinical teaching:
- theories and practice are applied
- opportunity for observation
- apply theoretical concepts
- complex psychomotor skills may be practiced
- problemsolving
- gain organizational and time management sskills
- cultural competence
- learners can become socialized
- most common and oldest model of clinical teaching
- CI provides direct supervision and teaching groups of learners (8-10)
Traditional model
-model of clinical teaching where CIs works with other MT staff with predetermined number of interns
Clinical Teaching associates
model of clinical teaching where it is a partnership plan, collaboration between health training agencies (HTA) and academic institutions (HEI)
Clinical Teaching Partner
model of clinical teaching, community based settings
Faculty-directed independent experiences model
model of clinical teaching where the faculty responsibility is to integrate theory and clinical practices, cultivate, deliberate reflection on practice patterns and evaluate the studentss’ performance
Clinical educator/ paired model
model of clinical teaching used toward the end of the program, often as a clinical capstone experience; learners are exposed to the clinical setting and allow them to observe and put it all together
Preceptorship model
preparing for clinical instruction
- HTA sites must be chosen by HEI
- sections must be identified
- evaluation and Memorandum of agreement - there should be enough role models
- educators meeting with agency staff
- making arrangement for learners on a weekly or daily basis
a multi dimensional entity with a complex social context
clinical learning environment (CLE)
One key principle of effective teaching in clinical setting:
Independence, control, and active engagement of the learner
Misuse of clinical laboratory:
- at some instance, students are sent to clinical setting to gain work experience rather than to achieve educational objectives
- Objectives should be clear and specific and should focus on the application of knowledge and skills rather than on learning
- novices are given too much responsibility for patient care
- expecting too much from fledging learners causes anxiety
when learners are supervised and evaluated more than they are taught
process of involving students in activities that encourage them to develop a deeper understanding of content by working with and reflecting the material being presented
Active learning
Active learning process can be done:
- comprehensive care
- writing case study papers
- reflective practice
- searching for evidence based references
- completing clinical assessments that measure
- clinical decision making abilities
- problem based interests
- developing attitudes
- summarizing or outlining major points from clinical readings
- participating in clinical discussions
- reading clinical articles or references that are frequently cited by other medical practitioners and clinical authors
active learning strategies:
- question and answer technique
- in-class demonstration- through simulations
- brainstorming- done in groups, contribute ideas and thoughts
- discussion- topic by teacher learners are students, allows students to explore a diversity of perspectives
an active learning strategy where teacher is asking questions, and students are answering
question and answer technique
an active learning strategy that is done through simulations
-in-class demonstration-
an active learning strategy done in groups, contribute ideas and thoughts
Brainstorming
an active learning strategy topic by teacher learners are students, allows students to explore a diversity of perspectives
Discussion
an active learning strategy that are similar to case studies
Short cases/ scenarios
an active learning strategy collaborative learning strategy that involves 2 students sharing thoughts and answers
Think-pair share
an active learning strategy a short writing activity in response to what the teacher asks that is done a minute or less
One minute paper
conducting clinical laboratory session; learners usually share some of the results of the research from the previous day; good time to answer student’s questions; help learners organize their day
Preconferences
conducting clinical laboratory session; combinations of strategies like demostration with explanations, asking and answering questions; questioning can be used to assist learners in developing problem solving and decision making skills; coaching strategies can be used to help learners set goals for themselves
Practice session
conducting clinical laboratory session; learners may be assigned to observe other professionals performing various aspects of health care that learners usually cant perform
Observation assignments
conducting clinical laboratory session; defined as a written agreement between instructor and learner spelling out the learneer’s out come objjectives
Learning contracts
conducting clinical laboratory session; identified as a way for students to learn uniqueness of clinical comm and a means of pro socialization; clinical communication between co workers to ensure proper execution; similar to endorsement reports
Shift reports
conducting clinical laboratory session; an ideal opportunity for pointing out applications of theory to practice; analyzing the out come, proidde feedback
Postconferences
Evaluating learner progress; ongoing feedback given to the learner throughout the learning experience; helps students know SWOT; may be graded or non graded
Formative Evaluation
Evaluating learner progress; a summary evaluation given at the end of the learning experience; purpose it to asses whether the learner has achieved and is ready to move to next
Summative evaluation
Evaluating learner progress; a learner is compared with a reference group of learners; evaluation process in which a students behavior is characterized as below average, average and above average
Norm-Referenced evaluation
Evaluating learner progress; Compares learner to a criteria; ddefines the behavior expected at each level of performance; Learners are informed of the behaviors expected of them in order to pass or achieve
Criterion -referenced evaluation
