gms | German Medical Science

15. Grazer Konferenz – Qualität der Lehre: Teaching and Learning – Expanding our Resources

28. - 30. April 2011 Wien, Österreich

Teaching and learning in the clinical environment. A student-lead workshop

Workshop/Arbeitstreffen

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15. Grazer Konferenz – Qualität der Lehre: Teaching and Learning – expanding our resources. Wien, Österreich, 28.-30.04.2011. Düsseldorf: German Medical Science GMS Publishing House; 2012. Doc11grako04

DOI: 10.3205/11grako04, URN: urn:nbn:de:0183-11grako045

Published: April 25, 2012

© 2012 Murt.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.


Workshop/Arbeitstreffen

It has not been easy for clinical teachers and clinical students to use the clinical setting in education as effective as desired. Can you always make sure that student is taking the best advantage of site-visits or seeing patients at clinics? Do you think you divide your workforce efficiently for all of your duties? Have you ever been a patient while a medical student is trying to learn something from your problems? Focusing on the learning process of students, the workshop will guide you in creating your educational environment. As challenges faced while teaching in the clinics differ widely, experience sharing will play the major role. When it comes to explanations given by the clinical teacher; importance of communication skills will not be forgotten.

Providing feed-back at the bedside and giving mini-lectures on the ward were associated with students’ perceptions of high-quality teaching; but when is the exact time to use them? Practical competence is one of the most important qualities of medical students; but what if that is not combined with confidence, motivation and a sense of professional identity?

Take home message: There are various obstacles and challenges in the road towards good clinical teaching and learning. You can overcome all of those by reasonable planning. The disadvantageous conditions even can be modified to be the strength of your practice. Being aware of adult learning theories and the power of self-directed learning could also help a lot.