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Journal articles on the topic 'Clinical lecturer'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Yaremenko, O. B., D. V. Dobrianskyi, I. P. Tarchenko, A. V. Meliksetian, and D. V. Fedkov. "Experience in introducing a new interactive format of lectures at clinical departments and the attitude of students towards them." Medicni perspektivi (Medical perspectives) 26, no. 2 (2021): 45–51. http://dx.doi.org/10.26641/2307-0404.2021.2.234499.

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The modern model of education and the present conditions demand of the teacher to choose the latest teaching methods. The teacher is no longer the main source of information, he should manage education, implementing competence-based study methods. In order to achieve this, the latest teaching methods are introduced in Bogomolets National Medical University with the new lecture frameworks. Changing the lecture style at a medical universities and, in particular, using the modern lecture educational technologies provide important conditions for improving training future doctors. As Bogomolets Nat

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2

Yaremenko, O.B., D.V. Dobrianskyi, I.P. Tarchenko, A.V. Meliksetian, and D.V. Fedkov. "Experience in introducing a new interactive format of lectures at clinical departments and the attitude of students towards them." Medicni perspektivi 26, no. 2 (2021): 45–51. https://doi.org/10.26641/2307-0404.2021.2.234499.

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The modern model of education and the present conditions demand of the teacher to choose the latest teaching methods. The teacher is no longer the main source of information, he should manage education, implementing competence-based study methods. In order to achieve this, the latest teaching methods are introduced in Bogomolets National Medical University with the new lecture frameworks. Changing the lecture style at a medical universities and, in particular, using the modern lecture educational technologies provide important conditions for improving training future doctors. As Bogomolets Nat

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3

Rosmiarti, Rosmiarti, and Dhea Putri Salsabila. "Asuhan Kebidanan Komprehensif pada Ny “N” dengan Penerapan Kompres Dingin untuk Mengurangi Nyeri Persalinan Kala 1 Fase Aktif." Ners Akademika 2, no. 2 (2024): 45–49. http://dx.doi.org/10.35912/nersakademika.v2i2.3415.

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Purpose: The purpose of the study was to analyze the effect of the remote preceptor model on clinical practice learning on improving lecturer performance. The research design used quasi-experimental (The pre-test-post-test control group design). Method: The subjects of the study were taken by purposive sampling, namely 67 lecturers from midwifery institutions. Data were analyzed using descriptive and inferential statistics, namely the Chi Square test, Wilcoxon test and Mann Whitney test, Logistic Regression test. Results: There was a difference in the assessment of lecturer performance in the

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4

Setyani, Elsa Dewi, Annajim Daskar, and Wisnu Probo Wijayanto. "Formulasi Sediaan Krim Ekstrak Daun Pepaya (Carica Papaya L) sebagai Krim Pelembab Kulit." Ners Akademika 2, no. 2 (2024): 57–78. http://dx.doi.org/10.35912/nersakademika.v2i2.3413.

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Purpose: The purpose of this study was to analyze the effect of the remote preceptor model on clinical practice learning on improving lecturer performance. The research design used quasi-experimental (The pre-test-post-test control group design). Method: The subjects of the study were taken by purposive sampling, namely 67 lecturers from midwifery institutions. Data were analyzed using descriptive and inferential statistics, namely the Chi Square test, Wilcoxon test and Mann Whitney test, Logistic Regression test. Results: There was a difference in the assessment of lecturer performance in the

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5

Zedan, Yasmine. "Ethnic diversity trends in clinical academic staffing in UK general practice (2005–2023): a retrospective descriptive analysis of open-access survey data." British Journal of General Practice 75, suppl 1 (2025): bjgp25X742305. https://doi.org/10.3399/bjgp25x742305.

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BackgroundEthnic diversity in the clinical academic workforce is critical for fostering inclusive research, education, and leadership.AimThis descriptive analysis aims to examine ethnic diversity trends in UK general practice academic staffing, focusing on changes in representation across academic ranks (professor, senior lecturer/reader, lecturer) from 2005 to 2023, using open-access survey data.MethodA descriptive analysis of the Medical Schools Council’s Clinical Academic Survey data from 2005 to 2023 was conducted. Ethnicity profiles were categorised as ‘White’, ‘Black and Minority Ethnic

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6

Mitsuhashi, Toshiharu. "Evaluation of epidemiological lectures using peer instruction: focusing on the importance of ConcepTests." PeerJ 8 (August 12, 2020): e9640. http://dx.doi.org/10.7717/peerj.9640.

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Background In clinical research, the ability to properly analyze data is a necessary skill that cannot be learned simply by listening to lectures. Interactive classes, such as Peer Instruction (PI), are required to help medical students understand the concept of epidemiology for future valid research. In PI lectures, ConcepTests are conducted to confirm and deepen students’ understanding of the lecture material. Although it is important to evaluate PI lectures, there have been no studies conducted on PI lectures in epidemiology. This study employed the ConcepTest to evaluate PI lectures in a m

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Coppola, Kristen M., Hanin Rashid, Sarang Kim, and Robert Lebeau. "Stepping into a Preclinical Course as a Clinical Guest Lecturer." International Medical Education 2, no. 4 (2023): 276–82. http://dx.doi.org/10.3390/ime2040026.

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Medical schools often rely on clinicians to provide guest lectures in foundational science courses. These guest lecturers may teach only once or sporadically in the undergraduate curriculum, which brings about several challenges that can impact their effectiveness. This guide, drawn from evidence-based teaching principles, medical student feedback, the authors’ training in educational and cognitive psychology, and experience as a clinical teacher, is designed to support clinical guest lecturers in meeting the educational standards and expectations for teaching in the preclinical setting as wel

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8

DAVID, T. J. "Clinical lecturer posts under threat." Archives of Disease in Childhood 77, no. 2 (1997): 183. http://dx.doi.org/10.1136/adc.77.2.i183.

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9

Craig, D. D. "Taking a clinical lecturer post." BMJ 320, no. 7235 (2000): 2. http://dx.doi.org/10.1136/bmj.320.7235.s2-7235.

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10

Kuznetsova, O. V. "Optimization of lectures on human anatomy during martial law." Morphologia 17, no. 3 (2023): 160–62. https://doi.org/10.26641/1997-9665.2023.3.160-162.

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Lectures occupy a significant place in the educational process at all levels of education. Their teaching during the long military conflict in Ukraine and with a decrease in the number of hours in the curricula of higher educational medical institutions requires from the teaching staff certain scientific and pedagogical knowledge and skills, using the maximum creative potential of each lecturer. Lectures on the discipline "Human anatomy" are basic in the system of training specialists of medical institutions of all countries in the world and aimed at the ability of students to perform a compre

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11

Williams, Julia. "Clinical Digest." Gastrointestinal Nursing 17, Sup5 (2019): S10—S11. http://dx.doi.org/10.12968/gasn.2019.17.sup5.s10.

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12

Milward, Benjamin, and Elizabeth Collier. "Sexuality, student mental health nurse and lecturer experience in education and practice." British Journal of Mental Health Nursing 10, no. 4 (2021): 1–6. http://dx.doi.org/10.12968/bjmh.2021.0023.

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This article presents a critical reflection on an experience relating to sexuality from two perspectives, a mental health nursing student and a lecturer. It took place during stage 1 of a graduate entry nursing 2-year Master of Science mental health nursing programme at a UK university. Student mental health nurses in higher education who identify as lesbian, gay, bisexual or transgender can feel less safe than others, which affects performance. Lecturers can make a difference to the educational experience of student nurses who are lesbian, gay, bisexual or transgender and this can have an imp

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13

Kane, Nathan, Gisella Anastasia, Daniel Ardian Soesilo, and Natalia Puspadewi. "PERCEPTIONS OF FIRST-YEAR PRECLINICAL MEDICAL STUDENTS ON THE RELATIONSHIP BETWEEN INTERACTIVE LECTURE TEACHING METHODS AND THE DEVELOPMENT OF GENERIC SKILLS AS WELL AS INFLUENCING FACTORS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 14, no. 2 (2025): 65. https://doi.org/10.22146/jpki.103320.

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Background: Generic skills, such as critical thinking, communication, teamwork, and social judgment, are essential elements in modern medical education. Interactive lectures in large classes, which combine material delivery with discussion and feedback, have become one of the effective approaches. However, the implementation of these methods in large classes faces various challenges, such as uneven student participation and a lack of confidence among students. Aims: This study aims to explore first-year pre-clinical medical students' perceptions of the relationship between interactive lectures

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14

Beck, Andrew, Maria Isabel Diaz, Enyonam Odoom, et al. "Remote Teaching in a Rwandan Emergency Medicine Residency: A Viable Option with Limited In-person Staff During a Pandemic." Prehospital and Disaster Medicine 38, S1 (2023): s141. http://dx.doi.org/10.1017/s1049023x23003709.

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Introduction:Low/middle-income countries (LMIC) in Africa face unique, systemic challenges in medical education. Africa faces a shortage of medical schools; only one school serves 24 countries. 11 countries have no medical school. Residency programs are few. The effect of this shortage is far-reaching. Africa has 3.5% of the world’s health workforce and 1.7% of the world’s physicians, yet 27% of the global disease burden. COVID-19 created further resource constraints, especially in emergency medicine (EM). Non-clinical physician functions such as student and resident education suffered. In Rwa

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15

McEwan, Tom. "The value of clinical mnemonics." British Journal of Midwifery 28, no. 7 (2020): 398–99. http://dx.doi.org/10.12968/bjom.2020.28.7.398.

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16

Oslopov, V. N., N. R. Khasanov, Yu V. Oslopova, E. V. Khazova, Yu S. Mishanina, and D. V. Oslopova. "Clinical and pedagogical school of Semen Semenovich Zimnitsky." Cardiovascular Therapy and Prevention 21, no. 5S (2022): 3493. http://dx.doi.org/10.15829/1728-8800-2022-3493.

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The clinical and pedagogical school of Semyon Semyonovich Zimnitsky is described in close connection with the evolution of his academic status, changes in clinical bases and the social structure of society at the beginning of the 20th century. S. S. Zimnitsky took part in the creation of the Clinical Institute, opened the department of infectious diseases, founded the department of propaedeutics of internal diseases at Kazan State University. The outstanding talent of the lecturer and deep knowledge of clinical material won the love of affection and junior doctors. S. S. Zimnitsky creates meth

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17

Tingle, John. "Suing the NHS for clinical negligence: reports analysis." British Journal of Nursing 29, no. 13 (2020): 792–93. http://dx.doi.org/10.12968/bjon.2020.29.13.792.

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18

Tingle, John. "End-of-term reports on clinical negligence claims." British Journal of Nursing 31, no. 16 (2022): 862–63. http://dx.doi.org/10.12968/bjon.2022.31.16.862.

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19

Tingle, John. "Clinical negligence and the blame, name, shame game." British Journal of Nursing 31, no. 4 (2022): 254–55. http://dx.doi.org/10.12968/bjon.2022.31.4.254.

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20

Gorman, Lee. "What is clinical credibility for the nurse lecturer?" British Journal of Nursing 30, no. 18 (2021): 1054. http://dx.doi.org/10.12968/bjon.2021.30.18.1054.

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21

Brown, Sarah J. "The experiences of lecturer practitioners in clinical practice." Nurse Education Today 26, no. 7 (2006): 601–8. http://dx.doi.org/10.1016/j.nedt.2006.01.016.

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22

Stahl, Stephen M., and Richard L. Davis. "Applying the Principles of Adult Learning to the Teaching of Psychopharmacology: Storyboarding a Presentation and the Rule of Small Multiples." CNS Spectrums 14, no. 6 (2009): 288–94. http://dx.doi.org/10.1017/s1092852900020289.

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Medical presentations can be designed as a data dump or as a story. One effective communication strategy is to organize a lecture as a three act play, starting with previews as the first act and ending with reviews as the third act. Previews facilitate learner achievement and may help learners view a medical instructor more positively. Reviews also help consolidate audience learning and ensure that messages have been clearly delivered and received. The main act is in the middle and is the content itself. Delivering this content in small multiples gives learners manageable packets of informatio

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23

Hearst, Liesel. "The Lecturer Replies." Group Analysis 27, no. 3 (1994): 341–43. http://dx.doi.org/10.1177/0533316494273013.

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24

Tingle, John. "The actual cost of clinical negligence in the NHS." British Journal of Nursing 31, no. 21 (2022): 1120–21. http://dx.doi.org/10.12968/bjon.2022.31.21.1120.

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25

Tingle, John. "Patient redress in clinical negligence cases: an uneven playing field." British Journal of Nursing 32, no. 13 (2023): 652–53. http://dx.doi.org/10.12968/bjon.2023.32.13.652.

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26

Mthethwa, S. Rocky. "Clinical academic staffing levels at a South African dental school." South African Dental Journal 77, no. 07 (2022): 400–406. http://dx.doi.org/10.17159/2519-0105/2022/v77no7a3.

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The inadequacy and skewed distribution of oral health personnel in South Africa are well-documented. Surprisingly, the staffing levels at dental schools have not previously been described. To determine the number of full-time equivalent clinical academic staff working at the dental school of the Sefako Makgatho Health Sciences University for the five-year period 2015 to 2019.A retrospective cross-sectional descriptive study. Data related to the demographic characteristics and employment types of clinical academic staff working at the dental school between January 2015 and December 2019 were ac

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27

Tingle, John. "Patient safety and clinical negligence: the importance of looking back." British Journal of Nursing 32, no. 11 (2023): 532–33. http://dx.doi.org/10.12968/bjon.2023.32.11.532.

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28

Tingle, John. "Clinical negligence claims following the COVID-19 pandemic." British Journal of Nursing 29, no. 12 (2020): 716–17. http://dx.doi.org/10.12968/bjon.2020.29.12.716.

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John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, discusses how the Courts may view clinical negligence claims brought by families who have lost loved ones during the pandemic

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Tingle, John. "The clinical negligence system reform debate is heating up." British Journal of Nursing 31, no. 3 (2022): 170–71. http://dx.doi.org/10.12968/bjon.2022.31.3.170.

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30

Tingle, John. "Clinical negligence: should the NHS consider a no-fault system?" British Journal of Nursing 33, no. 4 (2024): 222–23. http://dx.doi.org/10.12968/bjon.2024.33.4.222.

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31

Tingle, John. "Patient safety and clinical negligence: the importance of reflection." British Journal of Nursing 31, no. 17 (2022): 912–13. http://dx.doi.org/10.12968/bjon.2022.31.17.912.

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John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, discusses the need for careful consideration when looking to draw lessons from patient safety crises and clinical negligence claims

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Tingle, John. "Should we reform the clinical negligence system in 2022?" British Journal of Nursing 31, no. 1 (2022): 52–53. http://dx.doi.org/10.12968/bjon.2022.31.1.52.

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John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, looks forward to government deliberations and a report in 2022 on the reform of the clinical negligence compensation system

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33

Tingle, John. "Clinical negligence litigation reform: the link between safety and the law." British Journal of Nursing 30, no. 5 (2021): 322–23. http://dx.doi.org/10.12968/bjon.2021.30.5.322.

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34

Godbold, Rosemary, and Karen Cairnduff. "Group virtual reality simulation in the adult nursing curriculum: student and lecturer experiences." British Journal of Nursing 33, no. 19 (2024): 922–29. http://dx.doi.org/10.12968/bjon.2024.0069.

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Background: Virtual reality (VR) simulation technology was rapidly integrated into pre-registration adult nursing programmes in response to the pandemic and a reduction in clinical placements. The UK's regulatory body for nursing has recognised its value in nursing education by increasing the possible number of simulated practice hours that can replace clinical placements to 600 hours. This article reports on an evaluation study of a novel approach using screen-based VR simulations for groups of students in a classroom setting. Objectives: This study aims to evaluate student and lecturer exper

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35

Krizhanovskaya, A. V., O. K. Stukan, and O. O. Honchar. "Methodological approaches to conducting lectures for foreign students on medical microbiology." Reports of Vinnytsia National Medical University 22, no. 2 (2018): 361–64. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(2)-27.

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The article discusses the main methodological approaches to the preparation of a lecture course on medical microbiology for foreign students at the National Pirogov Memorial Medical University, Vinnytsya. The purpose of the work is to discuss methodological approaches to the preparation of a lecture course on microbiology, virology and immunology for foreign students to form their cognitive activity, the development of clinical thinking and qualitative mastery of discipline. In this work the main methodological bases of preparation of lecture material, its design, importance for mastering the

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36

Tingle, John. "Clinical negligence litigation and the NHS: focusing on the injured patient." British Journal of Nursing 32, no. 4 (2023): 222–23. http://dx.doi.org/10.12968/bjon.2023.32.4.222.

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37

McRobert, Cliona J., Kate Trainor, Anna Rees, et al. "‘What should we teach?’ A U.K. survey comparing clinician and academic views on content of the pre-registration musculoskeletal physiotherapy curriculum." Developing Academic Practice 2023, November (2023): 1–35. http://dx.doi.org/10.3828/dap.2023.15.

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Evolving evidence underpinning musculoskeletal physiotherapy challenges the definitions of contemporary clinical practice and pre-registration curricula. This research uses an online national survey to compare clinician (272) and lecturer (61) views on the Chartered Society of Physiotherapy’s four pillars of practice (manual therapy and therapeutic handling; exercise, movement, and rehabilitation; therapeutic and diagnostics technologies; and allied approaches, including psychologically informed approaches) with the aim of establishing their clinical and educational utility. Findings indicate

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38

Tingle, John. "Compensating for clinical negligence: the need to go back to basics." British Journal of Nursing 30, no. 16 (2021): 986–87. http://dx.doi.org/10.12968/bjon.2021.30.16.986.

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John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, discusses several reports looking at how our clinical negligence compensation system operates, and possible reform of this

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Tingle, John. "Debating the best way to compensate patients for clinical negligence." British Journal of Nursing 31, no. 10 (2022): 524–25. http://dx.doi.org/10.12968/bjon.2022.31.10.524.

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John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, unpicks the report from the Health and Social Care Committee on changes to the system for compensating patients who have been harmed

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40

Tingle, John. "The importance of keeping up to date with clinical guidelines and protocols." British Journal of Nursing 32, no. 5 (2023): 266–67. http://dx.doi.org/10.12968/bjon.2023.32.5.266.

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41

Njeru S.O. Adoka, S. K., and Dan Onguru s. "EVALUATION OF THE DETERMINANTS OF CLINICAL MEDICINE TRAINING OUTCOMES IN WESTERN KENYA." EPH - International Journal of Medical and Health Science 4, no. 4 (2018): 1–18. http://dx.doi.org/10.53555/eijmhs.v4i4.48.

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Study Objective: To analyze the learner – lecturer / instructor interaction process within the context of theory learned during training put into clinical / medical practice. This was in order to generate limitation in both the teaching institutions that address Clinical Medicine training outcomes.  Study Design: Across- sectional study  Study Setting: This study was carried out in Lake Basin Region of Kenya. The area includes Kisumu and its surrounding counties of Vihiga and Nandi.  Study Subjects / Participants: Sixty six (66) Clinical Medicine students from various MTIs in

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42

Zaidman, Gerald W. "Glaucoma Pediatric Corneal Disease—Special Considerations." US Ophthalmic Review 10, no. 01 (2017): 17. http://dx.doi.org/10.17925/usor.2017.10.01.17.

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Dr Gerald W Zaidman is Professor of Clinical Ophthalmology, Director of the Cornea Service, and Vice-Chairman and Director of the Department of Ophthalmology at the New York Medical College, Westchester Medical Center. Dr Zaidman has published over 50 peerreviewed articles and has presented at numerous meetings as a named lecturer on issues pertaining to cornea/external diseases, keratorefractive surgery, and pediatric corneal diseases. He has received both an honor award and a senior honor award from the American Academy of Ophthalmology. He has received seven research grants. He has traveled

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43

Güldenpfennig, Janine, Alexander Bartel, and Sebastian Arlt. "Listening, reading, writing – which method leads to the best learning outcome?" Tierärztliche Praxis Ausgabe K: Kleintiere / Heimtiere 51, no. 04 (2023): 242–51. http://dx.doi.org/10.1055/a-2136-7599.

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Abstract Objective Innovative teaching strategies such as case-based learning and hands-on training are more and more integrated into undergraduate veterinary teaching. Nevertheless, it can be assumed that lectures still play an important role in many vet schools. Nowadays, however, lectures are questioned to be motivating and engaging enough for a long-lasting learning retention. In this context, we compared acceptance and learning outcome of the teaching methods reading, writing, and listening to a presentation. Material and methods In structured settings based on a cross-over design, 151 st

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44

Suryadi, Taufik, and Kulsum Kulsum. "Student’s Self-Assessment Regarding the Clinical Skills in Forensic Medicine." Budapest International Research in Exact Sciences (BirEx) Journal 2, no. 2 (2020): 241–47. http://dx.doi.org/10.33258/birex.v2i2.984.

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In the learning process in forensic medicine clinical rotation, a measurable and standardized evaluation system is needed. The preliminary survey is undertaken to assess the ability of the student in clinical skills in rotation of forensic medicine. This survey was carry out in the Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Indonesia. The instrument used in this study was a questionnaire. Data was analyzed is done manually. As many as 81 medical students were included in the survey (20 male and 61 female). The average student score is based on survey 3.40, while the average acad

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45

Tingle, John. "Debating the best way to compensate patients for clinical negligence PART 2." British Journal of Nursing 31, no. 11 (2022): 598–99. http://dx.doi.org/10.12968/bjon.2022.31.11.598.

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John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, continues his unpacking of the report from the Health and Social Care Committee on changes to the system for compensating patients

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46

Lima, Vanderlei Corradini Simões, Carlos Alberto Mourao Junior, and Carla Malaguti. "Ajuste ocupacional com uso de tecnologia de comunicação em paciente com esclerose lateral amiotrófica: um autorrelato." Scientia Medica 27, no. 4 (2017): 27984. http://dx.doi.org/10.15448/1980-6108.2017.4.27984.

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***Occupational adjust by communication technologies in a patient with amyotrophic lateral sclerosis: a self-report***AIMS: This self-report presents the case of a physician and university professor affected by amyotrophic lateral sclerosis, and his experience in adjusting his occupational activities through communication technologies, as a distance education lecturer. It is a personal communication written by the reported patient/professor. CASE DESCRIPTION: The Neurophysiology Subject at the Federal University of the Juiz de Fora Medical School includes clinical case discussions at an online

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47

Drohomiretska, M., Yu Tkachenko, N. Polyanyk, V. Ostryanko, R. Arshinnikov, and T. Sukhomlynova. "Experience of using an electronic educational and methodological complex for organizing the independent work of students of the specialization cycle in orthodontics." SUCHASNA STOMATOLOHIYA 117, no. 6 (2023): 70. http://dx.doi.org/10.33295/1992-576x-2023-6-70.

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Summary. In this article we’ve had represented our experience of improvement in efficiency of educative process of «orthodontics» section by means of enhance-ment of the passive teaching methods and by means of development of the active ones. The passive teaching methods include improved teaching process of lecture material which has been formed into groups of problematique questions, and «lecturer-student» discussions. Active ones include the database of clinical situational tests for curricular and for extracurricular lessons training complex, consist of electronic aids and graphically visua

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48

Petrakis, Melissa. "Social work practice in health: An introduction to context, theories and skills." Aotearoa New Zealand Social Work 30, no. 2 (2018): 82–83. http://dx.doi.org/10.11157/anzswj-vol30iss2id522.

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49

Tingle, John. "Patient safety and the law: driving the development of a patient safety culture." British Journal of Nursing 32, no. 10 (2023): 488–89. http://dx.doi.org/10.12968/bjon.2023.32.10.488.

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50

Westwood, Greta, Alison Richardson, Sue Latter, Jill Macleod Clark, and Mandy Fader. "Building clinical academic leadership capacity: sustainability through partnership." Journal of Research in Nursing 23, no. 4 (2018): 346–57. http://dx.doi.org/10.1177/1744987117748348.

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Background A national clinical academic training programme has been developed in England for nurses, midwives and allied health professionals but is insufficient to build a critical mass to have a significant impact on improved patient care. Aim We describe a partnership model led by the University of Southampton and its neighbouring National Health Service partners that has the potential to address this capacity gap. In combination with the Health Education England/National Institute of Health Research Integrated Clinical Academic programme, we are currently supporting nurses, midwives and al

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