Medical teacher
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Peer observation of teaching (PoT) is most commonly done as a way of evaluating educators in lecture or small group teaching. Teaching in the clinical environment is a complex and hectic endeavor that requires nimble and innovative teaching on a daily basis. Most junior faculty start their careers with little formal training in education and with limited opportunity to be observed or to observe more experienced faculty. ⋯ This article provides detailed examples from written feedback obtained during collaborative peer observation to emphasize the richness of this combined experience.
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Junior doctors are amongst the first healthcare professionals to assess and provide initial hospital care for multiply injured patients. Despite this, no requirements are placed upon UK medical schools for training undergraduates in aspects of trauma care. Medical students have increasingly been attending a number of student-organised extracurricular 'trauma conferences' in order to supplement their knowledge in this area. ⋯ Students report a paucity of teaching in trauma medicine. Our findings corroborate previous concerns that junior doctors are under-prepared for managing trauma patients, and support the repeated calls made in the scientific literature to include organised teaching of trauma medicine in the undergraduate curriculum.
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Adapting to UK communication styles can be difficult for International Medical Graduates (IMGs). Reache Northwest provides education, training and support for internationally trained refugee and asylum seeking health professionals who are looking to return to work in the UK. ⋯ Using a combined linguistic and clinical approach can provide solutions to clinical communication problems that may otherwise be missed. This strategy could be extended to cover communication areas in other contexts.