The Development of state-wide clinical sites: A perspective.
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The document discusses clinical education in athletic training programs. It defines clinical education as experiences where students can apply classroom theory in real-world settings. High-quality clinical sites and preceptors are important for developing professional skills in students. The document outlines different clinical setting options and highlights challenges in clinical education like defining roles, providing supervision and feedback, and addressing conflicts.
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Evaluating the quality of quality improvement training in healthcare
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QUALITY IN Health Care.pptx
This document discusses quality improvement in healthcare. It defines quality improvement and outlines its core principles, including that quality improvement is a cyclical process of planning, doing, studying, and acting. It also discusses strategies for testing and implementing changes. Additionally, it outlines Ethiopia's quality structures, provides guidelines for clinical audits, and discusses defining and measuring quality standards. The overall purpose is to encourage a culture of continuous quality improvement in healthcare facilities and ensure national policies around quality are reliably implemented.
Health Professions Student Training Webinar: Assessing Organizational Capacity
This document provides information about a webinar on assessing organizational capacity for health professions student training. It includes details about continuing education credits, speakers, objectives, and an overview of key aspects of assessing capacity. These include identifying willing and available faculty members, maintaining a spreadsheet of available preceptors, conducting a secondary review of space, training, and onboarding needs, and negotiating placements with academic affiliations. It also discusses best practices for clinical observation and feedback forms, and introduces some preceptor panelists. Finally, it provides an overview of the Readiness to Train Assessment Tool (RTAT) and how it can be used to understand an organization's capacity based on survey results.
Assessing students in clinical practice
This document discusses assessment of students in clinical practice. It addresses who can supervise and assess students, methods of assessment, ensuring reliability and validity, and giving feedback. It emphasizes the importance of assessing practical skills to evaluate competence. The document also discusses challenges like inconsistent assessors and outlines standards and frameworks to support learning and assessment in practice according to the NMC. It provides guidance on assessment processes, preparing students, and managing difficult situations like failing a student.
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Week 3 cc_2012
Here are the key points regarding my role and responsibilities in lifelong learning according to the IFL code of practice:
- Identify and meet the learning needs of all students in a fair, sensitive and timely manner
- Maintain appropriate boundaries and refer students to other professionals when needed
- Establish ground rules and a learning environment where all students feel safe, respected and supported
- Continually evaluate and improve my teaching practice through professional development and self-reflection
Week 3 cc_2012
Here are the key points I would make about my role and responsibilities in lifelong learning based on the IFL code of practice:
- My primary responsibility is to support learners and help meet their individual needs
- I must maintain appropriate professional boundaries and understand when to refer learners to other support services
- It is important to create a safe, inclusive and supportive learning environment where all learners are respected
- Continual professional development is important to keep my knowledge and skills up to date so I can best support learners
53 muster2014 Strasser
This document summarizes discussions from a curriculum development workshop for the Northern Territory Medical Program. It outlines activities conducted at the workshop to contextualize the medical school curriculum for the NT. The activities focused on identifying graduate outcomes, curriculum content and sequencing, learning challenges, and maximizing learning opportunities in the NT context. The goal was to develop a fit-for-purpose, outcomes-based curriculum aligned with NT health needs and delivered using a variety of educational strategies.
Using Reflection within Oncology; Guiding the Student towards Self Aware Prac...
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Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
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Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
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Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
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The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
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The Development of state-wide clinical sites: A perspective.
- 1. The Development of State-Wide Clinical Internships in an Athletic Training Education Program: A Perspective CCC Teaching & Learning Conference August 16 th ,2007 Steve Cernohous, EdD, ATC, LAT Assistant Professor / Clinical Coordinator Athletic Training Education Program
- 2. Today’s Agenda ● Clinical Education Defined ● Clinical Site Development ● Various Settings ● The Approved Clinical Instructor ● The Student ● Training & Development ● Challenges
- 3. Definition ● A method in which theory and skills can move from the classroom to “real world” ● Culture & professional values are passed on to students ● The quality of these experiences has a significant impact on the quality of the professional produced Jarski, RW; Kulig, K; & Olsen, RE (1990) Weidner, TG; & Angust, J (1997) Weidner, TG; & Henning, JM (2002)
- 4. Clinical Site Development ● Identifying the RIGHT environment ● Numerous options ● Balance ● Contract and Obligation
- 5. Clinical Settings ● Athletic Training Room - College / Community college - High School - Professional Sports Team ● Sports Medicine Clinic ● Industrial Setting - Fortune 500 companies ● Other - Hospital – Health Center - Orthopedic Clinic - Physical Therapy Clinic
- 6. Approved Clinical Instructor ● Provides formal instruction and/or evaluation of students in the clinical proficiencies…perform psychomotor and/or clinical proficiency instruction and evaluation ● Evaluation of the proficiency shall be done on a one-to-one basis ● Must be BOC certified for at least 1 year and complete ACI training ● Supervised clinical experiences shall involve daily personal contact and supervision between the clinical instructor and the student…The instructor shall be physically present in order to intervene on behalf of the individual being treated Foster, DT; Leslie, DK (1992) Weidner, TG; & Henning, JM (2002)
- 7. The Student ● CLINICAL EDUCATION ● FIELD EXPERIENCE ● FIRST RESPONDER Gray, A; Smith, T (2000)
- 8. Training & Development ● Initial ACI 5 hour training conducted by CIE ● Follow up training done every 3 years ● Evaluations of ACIs done annually by Clinical Coordinator ● Evaluations done by each student at the end of the term
- 9. Challenges ● Roles ● Supervision – Direct and Graded ● Feedback ● Communication ● Conflict resolution ● “ Work ethic” ● Patient Care Nolan (1998) Pitney, W; & Parker, J (2003) Carr, WD; & Drummond, JL (2002) Weidner, TG; & Henning, JM (2002)
- 10. Challenges ● Evaluations ● Teaching ● Role Strain ● Acceptance ● Theory-Application Gap ● Goal setting Nolan (1998) Pitney, W; & Parker, J (2003) Carr, WD; & Drummond, JL (2002) Weidner, TG; & Henning, JM (2002)
- 13. Challenges ● Feedback - vital - regular - objective - positive
- 14. Challenges ● Communication - well-established - approachable - non-confrontational
- 15. Challenges ● Conflict resolution - immediate - consistent - guidelines
- 16. Challenges ● “Work Ethic” - misunderstood - clinical experience - hours
- 17. Challenges ● Patient Care - primary - expectations - liability
- 18. Challenges ● Evaluations - daily - formative - self
- 19. Challenges ● Teaching - didactic curriculum - symbiotic - methodology
- 20. Challenges ● Role Strain - obligations - ambiguity - conflict - incompetence Weidner, TG; & Henning, JM (2002)
- 21. Challenges ● Acceptance - culture - role - own identity
- 22. Challenges ● Theory-Application Gap - consistent - variety of settings - collaboration Carr, WD; & Drummond, JL (2002)
- 23. Challenges ● Goal Setting - well defined - accountable - partnership - attainable
- 24. Questions ?
- 25. THANK YOU