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Related Concept Videos

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Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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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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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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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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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Peer-assisted bedside teaching rounds.

Aristithes Doumouras1, Raphael Rush2, Anthony Campbell3

  • 1Division of General Surgery, Department of Surgery, McMaster University, Hamilton, Ontario, Canada.

The Clinical Teacher
|May 27, 2015
PubMed
Summary
This summary is machine-generated.

Senior medical students effectively teach junior medical students in clinical settings. This peer-led bedside teaching improves confidence and clinical skills for both groups, demonstrating the value of undergraduate trainees in medical education.

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Area of Science:

  • Medical Education
  • Undergraduate Training
  • Clinical Skills Development

Background:

  • Traditionally, postgraduate trainees are recognized educators, with limited focus on senior undergraduates as teachers.
  • Emerging research indicates senior medical students (SMS) can effectively teach junior medical students (JMS) in non-clinical settings.

Purpose of the Study:

  • To investigate the perceptions of senior medical students serving as teachers for junior medical students within a clinical environment.
  • To evaluate the effectiveness and utility of peer-led bedside teaching in undergraduate medical education.

Main Methods:

  • A peer-led bedside teaching program involving JMS and SMS was conducted from September 2010 to May 2012.
  • Participants completed questionnaires assessing learning, bedside experiences, teaching effectiveness, and overall session value.
  • Data from 56 JMS (80% participation) and 15 SMS (100% participation) were analyzed for statistical significance.

Main Results:

  • Both JMS and SMS reported highly positive and statistically significant outcomes across all evaluated domains.
  • JMS found the sessions valuable for learning, enhancing bedside confidence and comfort, and improving clinical skills training.
  • SMS reported significant learning benefits, including valuable preparation and increased comfort in a teaching capacity.

Conclusions:

  • Peer-directed learning is a viable and effective pedagogical strategy within the clinical setting of undergraduate medical education.
  • The study supports the integration of senior undergraduate trainees as effective peer educators in clinical environments.