Relevant bibliographies by topics / Teaching clinical skills

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching clinical skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Teaching clinical skills"

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Arja, Sateesh Babu,, Simi Paramban, Kumar Ponnusamy, Praveen Kottathveetil, Tarig Fadlallah Altahir Ahmed, and Sireesha Bala Arja. "PROCEDURALIZING THE ART OF CLINICAL SKILLS TEACHING." International Journal of Integrative Medical Sciences 7, no. 5 (2020): 914–21. http://dx.doi.org/10.16965/ijims.2020.110.

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Hellyer, Paul. "Teaching clinical skills." British Dental Journal 230, no. 11 (2021): 752. http://dx.doi.org/10.1038/s41415-021-3149-y.

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Logan, K., E. Forbes, and R. Carachi. "Clinical Skills Teaching Revisited." Scottish Medical Journal 50, no. 4 (2005): 177–78. http://dx.doi.org/10.1177/003693300505000414.

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Verghese, Abraham. "Beyond Measure: Teaching Clinical Skills." Journal of Graduate Medical Education 2, no. 1 (2010): 1–3. http://dx.doi.org/10.4300/jgme-d-10-00008.1.

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Bajgoric, Sanjin, Joseph Appiah, Valerie Wass, and Clifford Shelton. "Sustainability in clinical skills teaching." Clinical Teacher 11, no. 4 (2014): 243–46. http://dx.doi.org/10.1111/tct.12141.

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Spencer, John. "Clinical skills teaching ? con brio." Clinical Teacher 4, no. 3 (2007): 123. http://dx.doi.org/10.1111/j.1743-498x.2007.00175.x.

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Stark, Patsy. "Clinical skills teaching and learning." Clinical Teacher 6, no. 3 (2009): 211–13. http://dx.doi.org/10.1111/j.1743-498x.2009.00303.x.

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Sweet, Linda, Wendy Foster, N’Tonya Surynt, and Sharon Rance. "Clinical teaching skills for midwives." Women and Birth 30 (October 2017): 33–34. http://dx.doi.org/10.1016/j.wombi.2017.08.086.

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Vidler. "Teaching parents advanced clinical skills." Haemophilia 5, no. 5 (1999): 349–53. http://dx.doi.org/10.1046/j.1365-2516.1999.00334.x.

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Fowler, John. "Teaching and learning. Part 2: Teaching clinical skills." Dental Nursing 8, no. 7 (2012): 456–58. http://dx.doi.org/10.12968/denn.2012.8.7.456.

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Dissertations / Theses on the topic "Teaching clinical skills"

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Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.

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What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters
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Lockwood, P. "Teaching clinical reasoning skills to undergraduate medical students : an action research study." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3018657/.

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Introduction Clinical Reasoning is an important competency for medical students to learn. I am a Clinical Lecturer in Medicine and I run a course which has clinical reasoning as a key component. It was identified at curriculum meetings, that Clinical reasoning can be challenging to teach and that there was some evidence that it is an area of the curriculum that could be further developed and improved upon. Study Aim To address the concern about improving the teaching of clinical reasoning skills, my study aimed to; • Develop effective approaches for teaching clinical reasoning to medical stude
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Degiorgio, Lisa. "Examining Distance Education in Teaching Clinical Counseling Skills to Rehabilitation Counselors-in-Training." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195630.

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This exploratory study was designed to examine counseling skill acquisition for Rehabilitation Counseling education students enrolled in a distance education Practicum I course. The course utilized interactive television (ITV), Desire 2 Learn (D2L), a course management system, and some formalized group meetings for curriculum delivery. Students were asked to provide two audio recordings that served as pre-test and post-test measures of counseling skills. Recordings were analyzed by two evaluators. In addition to the recordings, students completed two survey instruments, an initial demographi
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Lefroy, Janet. "Action research : towards excellence in teaching, assessment and feedback for clinical consultation skills." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5170/.

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Background: Consultation skills are the core competencies required at graduation of the doctor as a practitioner. Every medical school has its own system of teaching and assessing consultation skills. These are generally amalgams of previous curricula and not rigorously developed. We took the opportunity presented by a new undergraduate medical curriculum to systematically develop the consultation skills curriculum from classroom teaching to OSCE assessment and formative workplace-based assessment and feedback. Methods: The consultation skills curriculum and assessment system were developed by
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Garrett, Bernard Mark. "The value of an intelligent agent in teaching clinical decision-making skills for nursing students." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369472.

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Stene, Hurtsén Anna. "Clinical skills and teaching in Surgery at undergraduate level. Comparison between two newly started medical schools." Thesis, Örebro universitet, Institutionen för medicinska vetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-48396.

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Hess, Rick, Nicholas E. Hagemeier, Reid B. Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Using a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.5688/ajpe80464.

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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statist
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Aulmann, Maria. "Entwicklung und Evaluierung von Clinical Skills - Simulatoren für die Lehre in der Tiermedizin." Doctoral thesis, Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-215224.

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Einleitung Studierende der Veterinärmedizin müssen neben umfangreichem theoretischem Wissen zahlreiche praktische Fertigkeiten erlernen. Da jeder Einzelne in seinem eigenen Tempo lernt, besteht ein großer Bedarf an Trainingsmöglichkeiten. Kadaver und lebende Tiere sind selten in ausreichender Menge verfügbar und lebende Tiere sind zudem aus Gründen des Tierwohls nur eingeschränkt zu verwenden. Simulationsmodelle (Modelle von Organismen / Körperteilen) können hier Abhilfe schaffen. Kommerziell erhältliche Modelle sind sehr kostenintensiv und für die Tiermedizin noch nicht flächendeckend erhältl
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Sheahan, Linda. "An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/an-exploratory-trial-exploring-the-use-of-a-multiple-intelligences-teaching-approach-mita-for-teaching-clinical-skills-to-first-year-undergraduate-nursing-students(5f6ad285-07f0-4431-b168-dc21df073ab9).html.

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The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies used to teach clinical skills in the undergraduate nursing programme. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA), which is underpinned by Gardner’s theory (1983) of multiple intelligences. This study employed a randomised controlled trial with first year nursing students (n=90) in one third-level institute in Ireland. Participants were randomly allocated to a control group (conventional
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Hess, Rick, Nicholas E. Hagemeier, Reid Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1478.

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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statis
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Books on the topic "Teaching clinical skills"

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Kostrzewski, A. Teaching methods: Clinical pharmacy skills. UKCPA, 1988.

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Benbassat, Jochanan. Teaching Professional Attitudes and Basic Clinical Skills to Medical Students. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20089-7.

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Ballard, Sally. What learning and teaching takes place in a clinical skills laboratory? Oxford Brookes University, 2001.

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1933-, Jason Hilliard, ed. Teaching creatively with video: Fostering reflection, communication, and other clinical skills. Springer Pub. Co., 1994.

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Barr, Owen. Selected material from the Oxford handbooks in nursing series, Nursing : study and placement learning skills and Clinical nursing skills skills: Core and advanced. Oxford University Press, 2011.

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Garrett, Bernard Mark. The value of an intelligent agent in teaching clinical decision-making skills for nursing students. University of Portsmouth, 2001.

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Wignes, Lynne. Optimising learning through practice. Nelson Thornes, 2006.

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C, DeWit Susan, and Wolfsong Informatics, eds. Virtual clinical excursions--general hospital: For deWit : Fundamental concepts and skills for nursing, fourth edition. Elsevier/Saunders, 2014.

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Problem-solving therapy: A social competence approach to clinical intervention. Springer Pub. Co., 1986.

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M, Nezu Arthur, ed. Problem-solving therapy: A social competence approach to clinical intervention. 2nd ed. Springer Pub., 1999.

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Book chapters on the topic "Teaching clinical skills"

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Riddle, Janet M. "Teaching Clinical Skills." In An Introduction to Medical Teaching. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9066-6_7.

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Riddle, Janet M. "Teaching Clinical Skills." In An Introduction to Medical Teaching. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3641-4_6.

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Shriver, Mark D. "Teaching Parenting Skills." In Issues in Clinical Child Psychology. Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5323-6_9.

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Newble, David, and Robert Cannon. "Teaching Practical and Clinical Skills." In A Handbook for Medical Teachers. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-017-0578-3_4.

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Newble, David, and Robert Cannon. "Teaching Practical and Clinical Skills." In A Handbook for Medical Teachers. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1426-4_4.

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Kopelman, P. G., M. J. Nicol, and D. S. Freeth. "Interprofessional Teaching for Clinical Skills." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_235.

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Nicol, Maggie, and Carol Bavin. "Teaching, Learning and Assessment Strategies." In Clinical Skills in Nursing. Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14724-3_4.

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Laponis, Ryan, and Calvin L. Chou. "How to Teach Fundamental Communication Skills." In Handbook of Clinical Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33193-5_20.

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Jefferies, Paul, and Heather Knight. "Ambulance Service Clinical Practice." In Developing Advanced Skills in Practice Teaching. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-12399-2_16.

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Nicholls, Delwyn. "Teaching Simple and Complex Psychomotor Skills." In Clinical Education for the Health Professions. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_45-1.

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Conference papers on the topic "Teaching clinical skills"

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Sluijs, Jasper P., Herman Kasper Gilissen, and Karin Van Look. "Applying Physical Education Methods to Skills Teaching of Law Students." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13047.

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We study to what extent the “constraints-led approach” (CLA) in physical education can also be applied to skills teaching for law students. In the CLA athletes are challenged to finding their own movement solutions in a dynamic setting rather than responding to verbal cues in a fixed environment. Similarly, we experimented with the implicit acquisition of policy analysis skills in law students in preparation for pro bono client work in so-called law clinics. Although the project was cut short due to Covid-19 circumstances, preliminary outcomes suggest students feel better equipped to working w
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Condron, Claire, Gozie Offiah, Lenin Patrick Ekpotu, Siobhan Murphy, and Daniel Kane Kane. "SC29 Evaluation of medical student retention and transferability of clinical skills following simulation teaching." In Abstracts of the Association for Simulated Practice in Healthcare 9th Annual Conference, 13th to 15th November 2018, Southport Theatre and Convention Centre, UK. The Association for Simulated Practice in Healthcare, 2018. http://dx.doi.org/10.1136/bmjstel-2018-aspihconf.52.

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Lydon, S., N. Burns, O. Healy, P. O’Connor, B. Reid-McDermott, and D. Byrne. "64 An evaluation of the efficacy of precision teaching for improving clinical skills among medical students." In Abstracts of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 15th to 17th November 2016, Bristol, UK. The Association for Simulated Practice in Healthcare, 2016. http://dx.doi.org/10.1136/bmjstel-2016-000158.116.

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Mukhalalati, Banan AbdulRzaq, Sara ElShami, Ahmed Awaisu, et al. "The Design of Preceptor Development Program for Health Cluster in Qatar – “The Practice Educators Academy”." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0140.

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Background: Experiential learning is the backbone of many healthcare professional education programs, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional develop
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Aliza, Ana Dyah, and Farida Kartini. "Student Perception of the Preceptorship Model in Midwifery Care: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.43.

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ABSTRACT Background: Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses a clinical staff as role models. Its primary goal is to assist new staff and students in adapting to their roles, develop clinical skills and socialize the novice to a department or institution. This difference has caused various opinions from related parties. This study aimed to determine the implementation of a tutorial system from different levels of student education to the entire midwifery health care system. Subjects and Method: A scoping review
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Moody, CL, and K. Johns. "61 Does the development of a simulation-based teaching programme for 3rd year medical students improve their clinical and non-technical skills?" In Abstracts of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 15th to 17th November 2016, Bristol, UK. The Association for Simulated Practice in Healthcare, 2016. http://dx.doi.org/10.1136/bmjstel-2016-000158.113.

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Eberhardt, Alan W., and Joel H. Dobbs. "An Interdisciplinary Capstone Experience Involving Engineering and Business Students and a Manufacturing Rotation." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14163.

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The Department of Biomedical Engineering (BME) at the University of Alabama at Birmingham (UAB) has a rich history of teaching critical and integrative thinking and design skills throughout the curriculum, culminating in a year-long senior capstone design experience. The capstone includes clinical rotations and shadowing in the early stages of the design sequence — participating medical faculty enhance student exposure to biomedical device ideation, which promotes the virtues of team-based experiential learning activities that teach critical thinking and integrate new knowledge with prior lear
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Савка, C. Д., та Н. С. Карвацька. "ОСОБЛИВОСТІ ВИКЛАДАННЯ КЛІНІЧНИХ ДИСЦИПЛІН СТУДЕНТАМ МЕДИКАМ ПІД ЧАС ДИСТАНЦІЙНОГО НАВЧАННЯ У ЗВ’ЯЗКУ З ПАНДЕМІЄЮ COVID-19". У Proceedings of the XXXI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/30082021/7648.

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According to UNESCO statistics, more than 1.5 billion children and youth in 188 countries around the globe have to stay home due to the closure of schools and higher education institutions following the Coronavirus outbreak [1]. The aim of our work was to study the features of teaching clinical disciplines to medical students during distance learning and to develop an algorithm to improve practical skills and abilities. The study included 260 fourth-year medical students. Surveys were conducted anonymously in a randomized manner to increase the reliability of the results, using Google Forms (s
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"Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4192.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where
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Lee, Po-Chih, Arthur G. Erdman, Charles Ledonio, and David Polly. "A Framework of Simulating Virtual Spine Patients to Assess Thoracic Volume Variations due to Wedging Deformities." In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6853.

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In 1964, Dr. Barrows first introduced the standardized patients, who are individuals trained to imitate the pathological symptoms of the real patients, and involved them in teaching and clinical skills assessment for healthcare education. In recent decades, the application of the virtual patient has been rapidly grown and has been widely used in clinical or educational practice among residents, surgeons, or other medical professionals because the virtual patient is cost-effective and time-efficient [1]. The Food and Drug Administration (FDA) collaborated with the Foundation of Research on Info
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Reports on the topic "Teaching clinical skills"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abiliti
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