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Related Concept Videos

Longitudinal Studies01:26

Longitudinal Studies

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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Longitudinal Research02:20

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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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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Types of Reports I: Hand-off Report01:25

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Social Loafing01:37

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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Preceptor teaching tips in longitudinal clerkships.

Robyn Latessa1, Anthony Schmitt2, Norma Beaty3

  • 1Department of Family Medicine, University of North Carolina (UNC) School of Medicine Asheville, North Carolina, USA.

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Longitudinal Integrated Clerkships (LICs) offer unique teaching opportunities. Student feedback identified seven key themes for effective precepting, resulting in nine practical tips to enhance medical education in LIC settings.

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Area of Science:

  • Medical Education
  • Longitudinal Integrated Clerkships (LICs)
  • Preceptor Training

Background:

  • Longitudinal Integrated Clerkships (LICs) foster continuous preceptor-student relationships, enabling deeper teaching than traditional models.
  • Understanding student perceptions of effective teaching practices is crucial for optimizing LIC experiences.

Purpose of the Study:

  • To identify student perceptions of effective teaching practices within Longitudinal Integrated Clerkships (LICs).
  • To develop practical tips for preceptors to enhance teaching and learning in the LIC setting.

Main Methods:

  • Semi-structured interviews were conducted with 27 third-year medical students completing the Asheville LIC at UNC School of Medicine.
  • Interviews were transcribed and analyzed using thematic analysis to identify key themes in precepting practices.

Main Results:

  • All 27 students participated, providing rich qualitative data on their learning experiences.
  • Seven main themes emerged: enhancing teaching, creating 'bring-backs,' supporting patient ownership, structuring clinics, improving feedback, engaging learners, and relationship development.
  • These themes were synthesized into nine actionable tips for LIC preceptors.

Conclusions:

  • The sustained preceptor-student relationship in LICs presents distinct advantages for medical education.
  • The developed LIC preceptor tips offer a valuable resource for optimizing teaching effectiveness in this educational model.
  • Student-identified effective practices can guide preceptor development in LIC programs.