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 TEACHING AND LEARNING IN CLINICAL SETTING

 

 

 

 

 

 

 

 

 

 

 TEACHING AND LEARNING IN CLINICAL SETTING

 

 

 

 

Table of Contents

Background. 2

Key Challenge for Pret-a-manger 2

Arguments On the Credibility of the Selected Key Challenge. 2

Suggestions. 3

STP Strategy. 3

Changes in 4Ps. 3

Reference List 4

 

 

 

Introduction

The entire assessment would attempt to generate a discussion on teaching methods and as well as learning in a clinical environment; a formal and informal method will thoroughly be discussed while identifying the restrictions and issues around. Teaching in a clinical atmosphere implies that the complete teaching process will exclusively focus on the immediate involvement of the clinical assistance, their learning process and their thorough engagement with the patients under an emergency circumstance that requires steady patience and perseverance. It will focus  on two separate teaching sessions. In the formal teaching assessment, the learning process will solely focus on and usually would involve patience and their complications in a clinical environment that requires a direct participation from the clinical experts. This activity would consist of providing proper medicare, proper use of medical equipment and making sure the medical facilities are consistently provided without any serious interventions. In the informal teaching assessment for a clinical expert, the learning activity would concentrate on the environment outside of the class, an ambiance that is often out of the experts’ control, limited means and resources and requires an ability to adapt to changes and approach it accordingly in situations like community settings, hospital outpatients etc.

Formal teaching session 1

In this particular teaching assessment, the formal method would be an elemental aspect of the process. The teaching session would consist of classes and practical assessment for helping learners to manage the medical tools and equipment, their immediate approach to a patient in a formal environment of the hospital scenario and a development process of adaptability and approachability in an emergency situation will also be monitored (Ebrahim Fath Allah, Hassan & M Abd Elghafar, 2019). The situation would be in a hospital environment where the patient could be currently admitted or in the process of admission. It could be someone who came along with the patient and present in a clinical environment where medical means and resources are fairly stable and clinical assistance is available. These scenarios would not only heavily require efficient clinical experts but also they would require an equal amount of intuition to predict medical complications, in a way. The patients’ knowledge about the medicines and treatments they are receiving are a prerequisite for this teaching method. They would equally need to be co-operative and well informed about the basic requirements and any sort of primary information relating to the medical environments. The students would have to be able to identify the problems and with the required solutions methods they would move forward with their approachability without wasting much time (Fuller & Ottolini, 2018).

Assessment methods

The entire assessment would consist of several practical lecture sessions and  classes that would teach the students to run the emergency operations smoothly, manage in an intense situation like the clinical emergency, a familiarity with the involved medical tools and equipment for smooth using assessments without any trouble. The hospital inpatients’ presence are equally important to simulate a situation and perform the methods without involving a real scenario. This would help the teacher and the learner to assess the requirements beforehand, to predict the potential clinical complications, and finally witness their clinical progression at medical expertise. Since this teaching assessment is formal and would exclusively focus on within the medical environment, no outclasses discussion or informal scenarios will be involved (Mosca, 2019). The exclusive discussion would include a patients’ performative aspect in a clinical environment as well. Their sense of handling a situation where they are mainly involved would help them develop a better understanding of the cooperative aspect of this teaching assessment. Why their participation is necessary and how they would attempt to participate to make sure they have desired understanding if not equally of the students is also another aspect of this particular assessment method. The students and patients would generate reaction and symptoms in a simulating situation by creating a dynamic and performance which would help them learn the assessment faster.

Feedback

Feedback is generally a procedure where the teacher would provide credible information along with commentary sessions to the students about their performance for any potential improvement. The teachers generally guide the learners through this educational structure to help them evaluate their performance to reassess their clinical goals.The feedback assessment would cover the areas of their professional skills, knowledge about the situation, external approach, steady involvement, smooth clinical operation management, intuitive aspects, prediction ability, approachability, identificational ability, and overall collaboration with the other experts involved. The complete teaching assessment would require an involved sense of participation for both the patients and the students by generating discussions on hypothetical situations, simulated clinical scenarios and quick queries. The guide or the teacher would require to monitor the entire process while constantly providing feedback on how they are assessing and the ways they can identify situations even faster, methods to manage these situations optimally and developing approachability while being directly involved in a critical medical condition. The guide is to be updated about areas and events that they miss out on and the students would receive feedback via mail, class sessions and even personally if required. Based on how they handled the given scenarios and how much they could have done to make sure their participation in those situations are worthwhile, the guide would score them accordingly and manage to assign tasks based on that (Mitchell, Bernie, Newall & Williams, 2020).

The would be clinical experts are to be provided feedback based on their reflective approach to the teaching assessment and their professional development to produce excellence in clinical learning. The progression of self development of these learners are also to be monitored and followed through with feedback for the clinicians to have a better comprehension on how to assess these teaching methods and incorporate them in a clinical setting. Based on how they have performed the given fundamental tasks, the medical skills and qualities they possess and their steady transformation from technical competency to meta competency within each class and sessions, the clinicians or the guide would provide concrete feedback and constructive criticism to provide the learners an outline of the complete teaching assessment (Oermann, Shellenbarger & Gaberson, 2017).

Evaluation methods

In an evaluation process, the teacher generally attempts to assess the learners’ knowledge, their educational goals and the existing amount of skills and approachability in them to reassure these qualities. Generally, these methods help the teacher to have a comprehensive idea about the learners and can potentially then plan their future while assessing the effectiveness of teaching. Evaluation methods generally are constructive of the assessment of the learners’ ongoing goals and the redevelopment of these goals after the learning process as well.

Preparing each one of those learners individual skills

The teachers need to be familiar with the clinical activities and would identify every single learner’s skills and individuality while diagnosing their independent mind with self development and reflective skills.

Questioning the learners and the teachers for better evaluation

The teachers would be required to ask questions to these learners to have an understanding of their clinical comprehension, and based on these quick responses they would evaluate them accordingly (Woodworth, 2016).  These questions are:

There are questions that the teachers should be asking them before the clinical classes commence and the encounter with their students. These are the following questions that could be asked:

Orientation process for objective establishment

In this particular method, the teachers will attempt to obtain the objectives of the learners, and identifying their individuality the teacher would assign them roles accordingly.  While trying to keep them consistently engaged in the learning process, the teacher would establish some fundamental ground rules for the collaborative aspect of the work (Mallek & El-Hosany, 2020).

Providing instruction 

The entire evaluation process would get easier once the class allows the learners to admit to the lack of knowledge in certain areas. This kind of self acknowledgement would potentially allow the learners to admit to their limitations and would be motivated to make queries in the class to their fellow mates and as well as to their teachers.

Informal teaching session 2

This particular teaching session would be informal in nature and would require practice and classes in a simulated community setting, outpatients training and just outside of the class in general. In the recent development of medical assessment, the outward clinical training is extremely important more than the hospital wards. In the current way of keeping the patients for a limited amount of time in the hospital areas give almost no information to the clinicians. The clinicians generally do require a history of medical progression of the patient to provide the required treatments and services. Generally this outpatient setting provides that knowledge. This gives the clinicians an idea about the previous complications of the patients and as well as their reaction to those complications. This also gives the learners an insight of these patients’ psychological aspects and helps them treat the patients with desired effects. In the outpatient scenarios, the teachers are often found to be giving the trainees direct patient care while supervising them about several learning aspects for them to adapt to these changes as quickly as possible. The teaching setting is generally uncontrolled due to the exceeding number of service requirements than the teaching requirements. Although there are medical interviews and teaching for medicines, complete observation of the severity of the diseases, the efficiency in an informal teaching session depends on the active participation (Mok, So & Chung, 2016).

Assessment Methods

In the informal teaching session, the assessment methods will be using a lot of practical assessments and interactive engagements given this heavily demanded service requirements. This environment would be more chaotic in nature and would require more  patience than that of the within class environment. The entire assessment would be extremely practical oriented and training oriented. Since this exclusively focuses on the outward settings, the training would allow the trainee to engage in real patient care scenarios for the immediate involvement and to showcase the development of their quick progression (Konishi et al. 2020). This would certainly involve lecture sessions and classes, but relatively less than the formal teaching assessments. Their plan management will also thoroughly be assessed to have a better idea of the structural knowledge of the trainees. The entire assessment would also include heavy preparations and reflectional methods to understand the entire assessment to make sure the complete learning process is well structured and authentic. The learners are learning their assessments accordingly and they have significant factors involved in the learning process to stay motivated to help with the learning activities accordingly. The learners will be taught about professionalism during their patients-clinician interactions. The teachers would be arranging teams and would make sure the teams are performing collaborative while having ample interactions amongst them. The interaction sessions would include the interactions with the nurses and the other subsidiary staff to make sure there are open conversations amongst these professionals to acquire professional development (Ponce & Richards, 2019).

Feedback

The feedback methods are extremely important for the clinical skills acquisition and to identify the strengths and individualism of the trainee and reinforce them accordingly. Informing them of their activities and performances daily, helping them identify the areas they can improve and the methods they can implement to develop their learning assessment would be extremely monumental in the feedback process. Lack of feedback can potentially cause adverse consequences. Keeping the learners updated about their strengths and weaknesses are an extremely effective way for the teachers to observe their trainees and during these interaction sessions and to give them credible commentary to help them understand the entire process even better. Regular feedback would help the learners examine the accomplishments, the lack of assessments in their goals and reinforce those goals while making action plans to address them. Providing feedback on how they are performing in these patient care situations and how they are participating in the physician-patient interactions would certainly help them understand their improvement of their personal skills and as well reflective development. Routine feedback based on these performative aspects of the trainees would generate self-reflection and self-assessment skills to understand their objectives and to identify their goals while constantly staying focused on their clinical objectives (Yang  & Chao, 2018).

The students would receive quick tips and comments, elaborative feedback, interactive query sessions and healthy discussions based on their time management and skills development aspects.  The feedback process would generally exclude any personal comments or any negative/ demotivating expressions. The ideal motif of providing feedback is to inform the students and uplift their spirit while keeping them constantly motivated in the learning process. This would generate more self-confidence and would increase self acknowledgement to admit to their own limitations and would certainly motivate them to make queries. This would be an effective way to keep them engaged to the learning process while going through several aspects of learning. Feedback is generally a procedure where the teacher would provide credible information along with commentary sessions to the students about their performance for any potential improvement. The teachers generally guide the learners through this educational structure to help them evaluate their performance to reassess their clinical goals.The feedback assessment would cover the areas of their professional skills, knowledge about the situation, external approach, steady involvement, smooth clinical operation management, intuitive aspects, prediction ability, approachability, identificational ability, and overall collaboration with the other experts involved (Cooper, Simpson & Nordquist, 2020).

Evaluation methods

Evaluation methods are the structural assessment of this particular teaching assessment that generates more understanding of the existing situation of the learning process, the areas that require improvements and finally this would provide a clear comprehension for the teachers involved in the teaching activities and as well as the learners or even the patients in some cases.

Thorough observation

This method would require an effective observing ability on the part of the trainees and their steadiness in monitoring the patients effectively. The teachers would be required to observe the trainees’ interactions with the patients and the other ancillary staff to make sure they are participating in the process actively. Interactions with the outpatients should be extremely thorough and this method would ensure that the process runs smoothly with any serious intrusions.

Summarization  of the trainees’ behavioral aspects

The learners would be extremely benefited if the teachers enlighten them about the encounters and provide them with a summary of what was taught during these interactions and encounters. The patients would equally require a summary of the application process and their participation in the process, what applies and what certainly does not apply to their medical conditions are also extremely important for the patients to learn in this particular method. The trainees would also be provided a summary on their operational management and their clinical performance to make sure they can use it for future reference (Lillekroken, 2019).

Reflectionary method

Each and every encounter should be reflected for better assesmentalong with learner’s feedback. Generally, these self reflective assessments would help the learners to understand their previous performances and encounters and would guide them with their future endeavors. In an informal clinical teaching session, the complete learning process would heavily include the self reflective ways to make sure the learners are always physically and as well as mentally engaging in the learning process. This effective way of self reflecting methods would lead to a self assessment where the complete learning process can be figured out by an individual understanding of the learners and their efficient way of involvement in it (Sullivan et al. 2019).

Debriefing and questioning

This complete informal teaching assessment would require a session where several questions will be asked to the learners, patients and as well as the teachers for a better evaluation. Partially, the learning process would depend on these questions for a better understanding of the situation to make sure the required changes are made and the areas that require improvements are mentioned and the respective concerns are raised (Kourakos & Kafkia, 2020).

Challenges of clinical teaching

In case of both the informal and as well as formal teaching assessment, the clinical teaching method does come with several challenging situations and restrictions to complicate the entire learning activity (Burns & Badiali, 2018).

These are the challenges for a formal clinical teaching assessment:

These are some of the key challenges for the informal clinical teaching assessment:

Conclusion

This entire assessment was done having a formal and an informal teaching assessment to make sure there are clear methods, ways and developments of the learning process for both the learners and as well as the teachers. The entire session was done with heavy involvement and active participation in the process. This entire assessment would help the involved clinicians to have a clear understanding of the ways they can approach these extreme medical conditions and clinical situations. They would be able to identify the complicated areas and would certainly manage to access these ideas for future reference to perform even better. The assessment has involved a thorough understanding, well structured and creative way of dealing with complicated situations, accordingly to make sure there are ample options to choose from. In both the inpatient and as well as the outpatient teaching, the learners, the patients and the experts, teachers, guides, subsidiary staffs all of these people and their cooperation is heavily advised to make sure the operations are run smoothly without any serious interventions. To make sure there are no unwanted hindrances in the clinical service, this entire assessment would be extremely ideal to have as a guide, follow the instructions and use these understandings to perform, accordingly.

References

 

 

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