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Related Concept Videos

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
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Endoscopy is a non-surgical medical technique used to examine a person's internal organs and vessels. This lesson will focus on two types of endoscopic studies: bronchoscopy and thoracoscopy.
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Patient-centered Care01:13

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Teaching Medical Students, what do Consultants think?

Lynn Darragh1, Robin Baker2, Stephen Kirk3

  • 1Speciality Trainee Year 7, Department of General Surgery The Ulster Hospital, Upper Newtownards Road, Belfast, BT16 1RH.

The Ulster Medical Journal
|May 13, 2015
PubMed
Summary

Consultants actively teach medical students and find it enjoyable, despite concerns about pay and time. Including teaching in job plans could address time constraints and improve the learning experience.

Keywords:
Attitudes.Consultant-led teachingMedical Students

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Area of Science:

  • Medical Education
  • Qualitative Research
  • Healthcare Professional Development

Background:

  • Medical student education has shifted from lectures to small group tutorials.
  • Clinician enthusiasm for teaching medical students may be declining.
  • This study assesses consultant attitudes towards small group medical student teaching.

Purpose of the Study:

  • To evaluate current consultant attitudes towards teaching medical students in small groups.
  • To identify factors influencing consultant engagement in medical education.
  • To understand perceptions of financial remuneration, time allocation, and student engagement.

Main Methods:

  • A Likert scale questionnaire was emailed to consultants in one region.
  • The questionnaire covered attitudes to teaching, financial aspects, time constraints, and student engagement.
  • 367 responses were analyzed.

Main Results:

  • 72% of consultants actively teach, and 80% find it enjoyable.
  • Most feel unremunerated (60%) and lack time (78%), yet many continue teaching.
  • Consultants perceive students appreciate teaching but may lack enthusiasm (55%).

Conclusions:

  • Consultants are engaged in and enjoy teaching medical students.
  • Financial and time constraints are perceived issues but not primary deterrents to teaching.
  • Including teaching in job plans and enhancing student engagement are suggested improvements.