ABSTRACT
Objective: To explore undergraduate medical students' perception of variation in teaching and supervision at different clinical teaching sites
Methods: This descriptive cross-sectional study was conducted at the College of Medicine and Health Sciences, United Arab Emirates University, UAE during 2017. Four clinical teaching sites affiliated with CMHS were evaluated namely Shaikh Khalifa Medical City [SKMC], Ambulatory Care Clinics [AC], Tawam Hospital [TH] and Al-Ain Hospital [AH]. An online questionnaire was administered to year five and six students
Results: The response rate was 84.4%. Overall perception of the students about their clinical clerkship experience was positive. SKMC was rated as the best teaching site with mean rating of 3.79+/-0.97-4.79+/-0.43. The highest rated item was clinical teacher's promotion of critical thinking in students while the lowest rated item was the opportunity to take responsibility for patient care. Ambulatory Care site had a mean rating of 2.33+/-1.23-4.13+/-1.19. The highest rated item at this site was the clinical teacher encouraging students to ask questions and participate actively. At Tawam Hospital, the mean ratings ranged between 2.65+/-1.64-4.31+/-0.86 with highest rated item being ability of the students to see cases with positive clinical findings. At the Al-Ain Hospital, the mean rating was in the range of 2.79+/-1.45-3.81+/-1.11. The item rated highest here was the ability of students to see cases with positive clinical findings. The lowest rated item at all three sites was the availability of on-call rooms and lockers. Significant variability was seen across training sites in the clinical teacher's ability to act as professional role models, the opportunity for students to apply their previous knowledge to patient care and to independently assess patients before discussion with teachers
Conclusion: This study tool highlights variation in clinical teaching and supervision at four clinical teaching sites. It provides specific, actionable information which can be utilized to deliver equitable learning experiences across clinical clerkships and teaching sites. It places emphasis on the fact that lack of physical facilities hampers clinical teaching and supervision, hence, on call rooms, lockers and separate rooms for independent student interaction with patients should be provided at all clinical teaching sites
ABSTRACT
Direct observation of procedural skills [DOPS] is a new workplace assessment tool. The aim of this narrative review of literature is to summarize the available evidence about the validity, reliability, feasibility, acceptability and educational impact of DOPS. A PubMed database and Google search of the literature on DOPS published from January 2000 to January 2012 was conducted which yielded 30 articles. Thirteen articles were selected for full text reading and review. In the reviewed literature, DOPS was found to be a useful tool for assessment of procedural skills, but further research is required to prove its utility as a workplace based assessment instrument
ABSTRACT
Objectives: To evaluate the King Saud University Continuing Professional Development [CPD] Program for Family Physicians in relation to the Convenience, Relevance, Individualization, Self-Assessment, Interest, Speculation and Systematic [CRISIS] criteria
Methodology: A descriptive study was conducted at King Saud University [KSU] in Riyadh, Saudi Arabia. The authors used the six strategies of Convenience, Relevance, Individualization, Self-Assessment, Interest, Speculation and Systematic [CRISIS] for evaluation. The program was independently analyzed by the three authors using CRISIS framework. The results were synthesized. The suggestions were discussed and agreed upon and documented
Results: The results indicate that KSU-CPD program meets the CRISIS criteria for effective continuing professional development and offers a useful approach to learning. The course content covers specific areas of practice, but some shortcomings were found that need to be improved like self assessment area and individual learning needs analysis
Conclusion: This program is suitable for Family Physicians, as it is well planned and utilizes most of the principles of CRISIS, but there is still room for improvement. Designing a program for general practitioners using hybrid model that offers a blend of e-learning as well as face-to-face learning opportunities would be an ideal solution
ABSTRACT
Clinical teachers have high qualifications in their specialty, but some of them do not have training, or proficiency in teaching, and education. Therefore, they may face the challenge of effective teaching in their daily practice. The objective of this study is to present some basic guiding principles for novices and expert academic health professionals. An overview from the perspective of the authors on critical fields in education was conducted. Seventeen principles [supported by one or more relevant examples] are discussed. To improve the quality of their teaching practice, academic health professionals need to study the pedagogy of education, and to seek feedback from colleagues who have already studied and practiced the principles of learning and teaching