The clinical teacher
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The clinical teacher · Aug 2016
Comparative StudySimulated patients versus manikins in acute-care scenarios.
Manikins and simulated patients (SPs) are commonly used in health care education and assessment. SPs appear to offer a more realistic experience for learners than 'plastic' manikins, and might be expected to engender interactions that approximate real clinical practice more closely. The analyses of linguistic patterns and touch are methodologies that could be used to explore this hypothesis. Our research aims were: (1) to compare verbal interactions and the use of procedural touch by health care workers (HCWs) in scenarios with SPs and with manikins; and (2) to evaluate the methodologies used to inform a large-scale study. ⋯ These methodologies offer opportunities for further research projects studying interactions with SPs, manikins and real clinical practice.
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New standards for resident work hours set in 2011 changed the landscape of patient care in teaching hospitals, and resulted in new challenges for US residency training programmes to overcome. One such challenge was a dramatic increase in the number of patient handovers performed by residents. As a result, there is a renewed focus for clinical teachers to develop educational strategies to optimise the patient handover process and improve the quality of patient care and safety. ⋯ Interns conducted patient handovers face to face, with questions asked, in private locations, with written documentation and without distractions the majority of the time; however, interruptions during the handover process were common. Exploring gaps at the individual programme level is a critical first step to develop effective teaching strategies to optimise handovers in residency.
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Just-in-time training (JITT) is an emerging concept in medical procedural education, but with few studies to support its routine use. Providing a brief educational intervention in the form of a digital video immediately prior to patient care may be an effective method to reteach knowledge for procedural techniques learned previously. ⋯ JITT seems to be an effective tool in medical education for reinforcing previously learned skills. JITT may offer other possibilities for enhancing medical education.
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The modern medical school curriculum highlights the importance of good communication skills, although some clinicians still remain sceptical about the reduction of core science teaching in favour of these so-called softer skills. Previous studies into these topics are few and contradictory, with a heavy dependence on methodology and geographical source. ⋯ This education evaluation indicates that the patients we talked with in the UK counties of Shropshire and Staffordshire overwhelmingly sought doctors with good personal qualities and communication skills. Of the attributes recorded, 92 per cent were related to such qualities, with only 8 per cent emphasising knowledge and intelligence, and with no comments on manual skills. The results support the current emphasis in UK medical schools on communication skills and professionalism, and the development of personal qualities through the promotion of humanities teaching. The modern medical school curriculum highlights the importance of good communication skills.