Teaching and assessment of clinical communication skills: Lessons learned from a SWOT analysis of Portuguese Angolan and Mozambican Medical Education

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

“…Therefore, for sustainable professional development to: 1) support individual needs and improve professional practices, Continuing Professional Development activities must ensure the depth of knowledge related to teaching materials being taught (Nicholls et al, 2017); 2) provide a solid foundation of learning methodology (pedagogics) for specific subjects (Wilson & Hobbs, 2022); 3). provide more general knowledge about the learning process and school as an institution in addition to knowledge related to teaching materials taught and learning methodologies (pedagogics) for certain subjects (Mccartney & Boschmans, 2020); 4) root in and reflect the best available research in the field of education; 5) contribute to the measurement of the increase in the success of students in their learning (Msosa et al, 2022); 6) make teachers intellectually connected to existing ideas and resources (Loureiro et al, 2017); 7) provide sufficient time, support and resources for teachers to be able to master the content of learning materials and pedagogy and integrate them into daily learning practices (Ward et al, 2022); 8) designed by representatives of those who will participate in PKB activities in collaboration with experts in their fields (Shuid et al, 2015); 9) includes various forms of activities including some activities that may not have been thought of before according to the conditions and needs at that time (Clerkin et al, 2022). Teaching Clinic as a teacher's professional development model has three primary clinics: coaching, self-development, and professional development clinics.…”

Response to comments on: Development and introduction of a communication skills module for postgraduate students of ophthalmology

“…[ 2 3 4 ] Further, the CS trainings lack a formal structure with considerable variations in teaching methods as well as assessment. [ 4 5 ]…”

Effectiveness of Clinical Postings for Third-year Medical Students

“… 3 The contents like practical teachings, history taking, and communication skills are already included in the curriculum and the indiscriminate practice of such activities can equip students in building up the confidence in students and increase their reasoning capacity and problem-solving skills, empathy, patient-centeredness. 4 Communication skills, being a core component of clinical competence 5 has to be primed in every student so that they can interact with patients coherently and don't face many difficulties while dealing with them. One study done in Nepal at the Institute of Medicine (IOM) Teaching hospital found out that the students' exam performance had improved, as 25% more students passed after receiving basic clinical skills as compared with the conventional teaching method.…”