Clinical Case: Coaching and Teaching Clinical Case: Coaching and Teaching
Clinical Case: Coaching and Teaching
Clinical Case: Coaching and Teaching
This assignment started and was discussed in class in small groups. Based on the
clinical case provided in class, develop a teaching/coaching plan that includes the
following information. The submission is an individual assignment. You may
use any books or other resources or references to complete this assignment. Use
APA Editorial Format for all citations and references.
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- List the goal for this teaching/coaching plan
- Describe three teaching resources
- Identify the teaching strategies that can be used
- List the specific instructions that may be needed regarding her medication and what adverse reactions to be aware of/and what to do
- Identify two factors that may negatively influence adherence to the medication and how they can be overcome
- Describe how to include the family
- Provide information on how and when she should seek support and help
Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction.
Régo P1, Peterson R, Callaway L, Ward M, O’Brien C, Donald K.
Author information
1
Discipline of Medical Education, School of Medicine, The University of Queensland, Herston, QLD, Australia. [email protected]
Abstract
INTRODUCTION:
The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering all elements of clinical skills curricula; insufficient opportunity to practise clinical skills; and increasing reports of graduates’ incompetence in some clinical skills.
METHODS:
A systematic Structured Clinical Coaching Program (SCCP) for a large cohort of Year 1 students was developed, providing explicit learning objectives for both students and paid generalist clinical tutors. It incorporated ongoing multi-source formative assessment and was evaluated using a case-study methodology, a control-group design, and comparison of formative assessment scores with summative Objective Structured Clinical Examination (OSCE) scores.
RESULTS:
Students demonstrated a higher level of competence and confidence, and the formative assessment scores correlated with the Research students’ summative OSCE scores. SCCP tutors reported greater satisfaction and confidence through knowing what they were meant to teach. At-risk students were identified early and remediated.
DISCUSSION:
The SCCP ensures consistent quality in the teaching and assessment of all relevant clinical skills of all students, despite large numbers. It improves student and teacher confidence and satisfaction, ensures clinical skills competence, and could replace costly OSCEs.
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