A preceptor model for introducing undergraduate medical students to palliative medicine.
Explore the source record for details and available documents.
Education, Medical↗
Biomedical subjects
D L Barrington
Publications and source records attributed to D L Barrington.
Planning practice-based clinical teaching: Part I.
Among the many roles clinicians are expected to perform is that of educator of junior colleagues. However, most clinicians have received little or no developmental instruction for this role. Furthermore, the nature of medical education is changing, and the skills required of new graduates are being refocused. This series of three articles presents a guide to some of the philosophical and educational issues at the heart of current changes in medical education. As well as developing an argument for making practice-based clinical teaching student-centred and problem-orientated, suggestions for planning and implementing teaching which utilise these approaches are outlined. In this first article the changing nature of clinical teaching is discussed and the educational principles of problem-based and student-centred learning are defined. The second article looks at the steps involved in planning a clinical teaching session. The third and final article looks at the development and implementation of teaching sessions.
Australia↗
Planning practice-based clinical teaching: Part II.
The previous article highlighted the worldwide changes that are occurring in medical education. It also introduced two key educational principles: problem-based learning with student-centred learning. This second article will enumerate the individual steps that should be considered when planning a clinical teaching session, linking this to educational theory. In the present context planning pertains to providing educational structure to a clinical interaction. Each session plan begins with identification of learning goals and objectives and concludes with an evaluation of the session in the light of the achievement of those objectives. The steps in between have been designed to emphasise problem-orientated, student-centred learning principles, thereby ensuring that the particular patient interaction has been used to maximise learning.
Education, Medical↗
Planning practice-based clinical teaching: Part III.
The final article in this series considers the practical issues of developing practice-based clinical teaching sessions which can contribute to a clinical clerkship. It has two aims: first, to demonstrate that practice-based clinical teaching can assume a range of interesting and innovative guises that add to both teacher and student enjoyment; second, to reiterate the key educational issues from the preceding articles (ie. students should be actively engaged in the learning process and they should be encouraged to address their identified learning needs by working with clinical problems).
Australia↗