Twelve tips for supporting student learning in multidisciplinary clinical placements

O’Keefe, Maree; Burgess, Teresa; McAllister, Sue; Stupans, Ieva

doi:10.3109/0142159x.2012.700431

Cited by 16 publications

(16 citation statements)

References 25 publications

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“…Both this study and evidence in the literature from the nursing profession confirm that the insufficient time available is further threatened as educators were usually required to perform additional clinical roles or prioritise graduate education over undergraduates. There were suggestions that the profile and relative value of the education role needed raising and this is again well supported by evidence from other professions …”

Section: Discussionmentioning

confidence: 82%

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Factors influencing radiation therapy student clinical placement satisfaction

Bridge

Carmichael

2014

J of Medical Radiation Sci

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Introduction: Radiation therapy students at Queensland University of Technology (QUT) attend clinical placements at five different clinical departments with varying resources and support strategies. This study aimed to determine the relative availability and perceived importance of different factors affecting student support while on clinical placement. The purpose of the research was to inform development of future support mechanisms to enhance radiation therapy students’ experience on clinical placement.Methods: This study used anonymous Likert-style surveys to gather data from years 1 and 2 radiation therapy students from QUT and clinical educators from Queensland relating to availability and importance of support mechanisms during clinical placements in a semester.Results: The study findings demonstrated student satisfaction with clinical support and suggested that level of support on placement influenced student employment choices. Staff support was perceived as more important than physical resources; particularly access to a named mentor, a clinical educator and weekly formative feedback. Both students and educators highlighted the impact of time pressures.Conclusions: The support offered to radiation therapy students by clinical staff is more highly valued than physical resources or models of placement support. Protected time and acknowledgement of the importance of clinical education roles are both invaluable. Joint investment in mentor support by both universities and clinical departments is crucial for facilitation of effective clinical learning.

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Section: Discussionmentioning

confidence: 82%

“…There were suggestions that the profile and relative value of the education role needed raising and this is again well supported by evidence from other professions. 16,18…”

Section: Time Pressuresmentioning

confidence: 99%

Factors influencing radiation therapy student clinical placement satisfaction

Bridge

Carmichael

2014

J of Medical Radiation Sci

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“…Clinical teachers have to intellectually challenge students while always maintaining a supportive attitude (15). Providing deliberate feedback on students’ performance is another vital component of their learning experience (16).…”

Section: Discussionmentioning

confidence: 99%

“…Academic institutions should draw up and communicate clinical learning objectives and ensure adherence to these standards. In addition, medical schools should provide healthcare teams with information on the experience of each student prior to clinical placements (15). …”

Section: Discussionmentioning

confidence: 99%

Clinicians should be aware of their responsibilities as role models: a case report on the impact of poor role modeling

Mileder

Schmidt

Dimai

2014

Medical Education Online

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BackgroundRole modeling is an important and valuable educational method. It is predominant throughout (under-)graduate medical education, and attributes of exemplary medical role models are manifold.AimThis article describes the impact of poor role modeling on medical students’ professional and personal development on the basis of a singular incident at an associated teaching hospital. In addition, scientific literature studying the effect of and the reasons behind poor role modeling in undergraduate and graduate medical education is analyzed and discussed.ResultsTo maximize the educational potential of clinical role modeling, medical schools have to consider strategies both on the individual as well as on the institutional level. Several suggestions are offered on both levels.Discussion/conclusionBased on a case report of significantly poor role modeling, this article outlines strategies through which academic medical institutions may maximize the educational potential of role modeling and lastingly enhance teaching proficiency of clinical faculty.

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“…One possible solution is to integrate medical students in multidisciplinary teams, as they will be later in their careers (''Encourage students to learn from other healthcare professionals''). Yet, universities predominantly implement a discipline-oriented approach (O'Keefe et al, 2012). Although the reasoning behind is understandable, I beg to argue that students value every kind of teaching as long as it is constructive, helpful, and wellfounded.…”

Section: Dear Sirmentioning

confidence: 99%

Why not leave teaching to enthusiastic clinical staff? A student's perspective

Mileder

2013

Medical Teacher

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Twelve tips for supporting student learning in multidisciplinary clinical placements

Cited by 16 publications

References 25 publications

Factors influencing radiation therapy student clinical placement satisfaction

Factors influencing radiation therapy student clinical placement satisfaction

Clinicians should be aware of their responsibilities as role models: a case report on the impact of poor role modeling

Why not leave teaching to enthusiastic clinical staff? A student's perspective

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