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Clinical undergraduate teaching
Journal of Endodontics, 1999At the present time, most endodontists who teach in the undergraduate dental school clinics do not receive formal training. Dental schools have traditionally assumed that the expert knowledge and technical skills that these endodontists could contribute would be sufficient to allow them to teach successfully.
L A, Chapnick, A, Chapnick
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Practical Neurology, 2012
> ‘No bubble is so iridescent or floats longer than that blown by the successful teacher’ > > ‘The successful teacher is no longer on a height, pumping knowledge at high pressure into passive receptacles…he is a senior student anxious to help his juniors’ > > Sir William Osler (1849–1919) ‘Neurophobia’ has been a subject of interest over the years ...
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> ‘No bubble is so iridescent or floats longer than that blown by the successful teacher’ > > ‘The successful teacher is no longer on a height, pumping knowledge at high pressure into passive receptacles…he is a senior student anxious to help his juniors’ > > Sir William Osler (1849–1919) ‘Neurophobia’ has been a subject of interest over the years ...
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Teaching in daily clinical practice: how to teach in a clinical setting
European Journal of Trauma and Emergency Surgery, 2011Teaching in the clinical setting is challenging; however, it is the location where students apply their learned facts and learn skills and attitudes most effectively. In order to improve clinical teaching, it is important to know and implement the principles of adult learning. The clinical teacher should know or assess the learners' prior knowledge and
M, Ruesseler, U, Obertacke
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FAIRness and clinical teaching
Medical Teacher, 2013Reflection on my long experience in medical student education has led me to conclude that the standard model of the clinical placement is not fit for purpose. The encounters between teacher and student are generally brief, superficial, and teacher-centred. Assessment of student progress is a particular problem.
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Reflective practise in clinical teaching
Nursing & Health Sciences, 2002AbstractThe present paper describes the process of reflective practise in clinical teaching through a workshop entitled ‘Effective Clinical Teaching’. The clinical teachers were invited to analyze the content of a videotape in which various clinical teaching scenarios were presented.
So, KW, Chuk, KC, Lau, AKL
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Clinical teaching: widening the definition
The Clinical Teacher, 2014Summary Background In all medical specialities, trainees are increasingly encouraged to develop teaching skills alongside their clinical professional development. However, there have been few empirical UK ‐based studies that ...
Thampy, Harish; id_orcid 0000-0002-7850-4378 +2 more
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Optometry and Vision Science, 1989
ABSTRACT Clinical thinking differs from scientific reasoning and educators have observed that some students have difficulty in transferring the one skill to the other. A review of the literature offers few concrete suggestions to teach this process. The author presents a technique that he has found successful with some interns who had
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ABSTRACT Clinical thinking differs from scientific reasoning and educators have observed that some students have difficulty in transferring the one skill to the other. A review of the literature offers few concrete suggestions to teach this process. The author presents a technique that he has found successful with some interns who had
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Teaching in a Clinical Setting
Psychiatry: Interpersonal and Biological Processes, 2007When I was invited to write a commentary on “The Teaching Alliance,” I was pleased, but at the same time I was reminded of my early psychoanalytic training, when emphasis was placed on “what made a good analyst." There were the familiar edicts of maintaining abstinence, maintaining neutrality, and maintaining anonymity. All of these “instructions” were
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2022
Being a good clinician is not only about knowledge — how doctors and other healthcare professionals think, reason, and make decisions is arguably their most critical skill. The second edition of the ABC of Clinical Reasoning breaks down clinical reasoning into its core components and explores each of these in more detail, including the applications for
Cooper, Nicola, Singh, Minal
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Being a good clinician is not only about knowledge — how doctors and other healthcare professionals think, reason, and make decisions is arguably their most critical skill. The second edition of the ABC of Clinical Reasoning breaks down clinical reasoning into its core components and explores each of these in more detail, including the applications for
Cooper, Nicola, Singh, Minal
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Clinical teaching: The joy of teaching
Motivation and Emotion, 1995Teaching younger physicians the art of medicine should be an activity that engenders joy, satisfaction, and pride for the teacher. It is important to not that technical knowledge of medicine is complemented by special skills in facilitating reflective learning.
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