Key tips for teaching in the clinical setting
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Key tips for teaching in the clinical setting Annette Burgess1,2*, Christie van Diggele2,3, Chris Roberts1,2 and Craig Mellis4
Abstract Teaching with real patients in the clinical setting lies at the heart of health professional education, providing an essential component to clinical training. This is true of all the health disciplines – particularly medicine, nursing, dentistry, physiotherapy, and dietetics. Clinical tutorials orientate students to the culture and social aspects of the healthcare environment, and shape their professional values as they prepare for practice. These patient-based tutorials introduce students to the clinical environment in a supervised and structured manner, providing opportunities to participate in communication skills, history taking, physical examination, clinical reasoning, diagnosis and management. It is only through participation that new practices are learnt, and progressively, new tasks are undertaken. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and key tips for teaching in the clinical setting. Although there are many competencies developed by students in the clinical setting, our tips for teaching focus on the domains of medical knowledge, interpersonal and communication skills, and professionalism. Keywords: Clinical teaching, Clinical tutorials, Clinical reasoning, Bedside teaching, Role modelling, Near-peer teaching, Peer-peer teaching
Background Although simulation is increasingly used in health professional education, the long-held tradition of teaching with the involvement of real patients, remains invaluable. Teaching within the clinical setting, such as bedside and out-patient clinic, lies at the heart of healthcare education, providing a vital component to clinical training. These tutorials orientate students to the culture and social aspects of the clinical environment, and shape students’ professional values as they prepare for practice [1]. They offer students meaningful opportunities to participate in clinical activities, practicing and developing their communication skills, history taking and physical examination competence. However, students’ * Correspondence: [email protected] 1 The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW 2006, Australia 2 The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia Full list of author information is available at the end of the article
learning in the clinical environment is largely dependent upon the affective, pedagogic and organisational support afforded to them [2–6]. Peer and near peer tutoring are well accepted as sources of support within healthcare curricula, particularly in the clinical setting, where participation involves a process of soci
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