Introduction to Clinical Educators

Programmatic assessment as a concept is still novel for many in clinical education, and there may be a disconnect between the academics who publish about programmatic assessment and the front-line clinical educators who must put theory into practice.

To this end, we developed telemedicine educational milestones to describe novel skills required to provide high quality telemedicine care, and allow trainees and clinical educators a metric by which to assess trainee progress.

The findings show that professors and clinical educators should recognize the various coping styles and incorporate different teaching methods in the clinical setting.

Purpose This study aims to investigate the experiences and opinions of clinical educators from various allied health care fields, including audiology, related to the use of simulation as a teaching technique and determine the status of clinical simulation techniques in training audiology graduate students nationwide.

This scoping review updated the educational strategies which could be applied by clinical educators in their practice to effectively maintain clinical attachment programs for medical students amidst public health crises.

Introduction Clinical educators may perceive that student supervision is time consuming and reduces productivity.

APPROACH This article describes how the mathematical knowledge for teaching framework was applied to nursing education to examine clinical educators' subject matter and pedagogical knowledge.

Methods: The qualitative study, using semi-structured interviews, involved physiotherapy students and clinical educators (CEs) from two higher education institutions, one in Australia, and the other in the United Kingdom (UK).

Methods Twenty-five semi-structured interviews about their understanding of clinical learning were conducted with nursing students, supervisors, clinical educators and higher education institute professionals involved in clinical nursing education in a Dutch academic medical center.

Physiotherapy clinical educators voiced concern about the applicability of the Assessment of Physiotherapy Practice (APP) tool in this emerging learning environment and sought guidance from University Clinical Education Managers.

The purpose of this study was to describe the experiences of clinical educators when supervising diverse students in various community settings.

However greater exploration of how patient feedback perspectives differ to clinical educators is required for curriculum development and improving student feedback literacy.

Future research should explore the impact of self-reflection training during clinical rotations (provided by clinical educators) on student clinical performance.

Clinical educators have had to enact creative solutions to ensure continued departmental learning and development.

BACKGROUND No reviews are available that integrate the body of evidence about simulation to develop role competency in clinical educators.

This study aimed at exploring the pedagogical principles that guide clinical educators in teaching undergraduate nursing students.

In addition, students acknowledged the importance of clinical educators and preceptors who provided bridging that was further scaffolded by simulated learning experiences.

Sessions included the perspectives of allopathic and osteopathic residency program directors, basic science faculty, undergraduate medical education curriculum designers, clinical educators, and programs for international medical students matriculating to the United States.

To further inform faculty and clinical educators interested in facilitating the overall well-being of their students, areas causing stress for undergraduate (UGs) and graduate (Gs) students in communication sciences and disorders (CSD) and in social work (SWK) were explored.

Important considerations in course planning and design for nursing clinical educators were uncovered.

PARTICIPANTS Clinical educators, allied health professionals, health and service providers and students.

To describe the perceptions of clinical educators regarding the facilitators of and barriers to learning when training undergraduate speech-language pathology students in underserved and under-resourced clinical contexts in Gauteng, South Africa.

Considered recruitment and support of SPs by clinical educators can help to maintain psychological safety and manage ethical issues.

Using thematic analysis, five key themes were identified to impact student satisfaction: 1) clinical educators and clinic staff; 2) feedback to students; 3) professional development opportunities; 4) low patient numbers and a lack of clinical presentations; and 5) facilities, equipment, and resources.

Clinical educators who wish to engage in scholarship in health professions’ education (HPE), are ideally poised at the intersection of educational theories and their application to educational practice.

To assist clinical educators (CEs) to provide a consistent assessment of physiotherapy student performance, nine paediatric vignettes depicting various standards of student performance, as assessed by the Assessment of Physiotherapy Practice (APP), were developed.

The Royal College of Emergency Medicine (RCEM) suggested that appointment of senior doctors as clinical educators (CEs) would enable support and development of learners in EDs and improve retention and well-being.

The authors hoped that their recommendations aid clinical educators, particularly in developing countries, adopt the trends in clinical education in a changing world.

Occupational therapists, occupational therapy assistants, and clinical educators provided input for manual revisions until consensus was achieved on usability, applicability, and implementation.

_Introduction:_ Work-integrated learning (WIL) is integral to exercise science degrees, but clinical educators report low motivation and limited professional competency in students.

The students suggested to decreased the loud and stress on their clinical educators.

The results will inform and support AR/VR interventions from clinical educators, healthcare providers and software developers.

They do this within a known demand versus capacity challenge, as well as an existing clinician versus patients CLD incongruence, where even the clinical educators, a majority of whom are not African, are facing the challenge of an ever more diverse student cohort.

Students regularly report dissatisfaction with the feedback process while clinical educators report heavy clinical workloads and a lack of guidance on feedback mechanisms as barriers to providing meaningful student feedback.

Establishing a learning culture that promotes shared responsibility between clinical educators and learners enable greater control by learners over assessment and feedback processes and a commitment to behaviour change.

IMPACT Results of this study are important to professional physical therapist education administrators, pediatric academic faculty, and clinical educators as they represent our understanding of the attributes of excellence.

This article presents a perspective and an innovative guide for clinical educators on how to develop and design a system that leads to positive sentiments and immediate student feedback regarding their progress to improve student outcomes.

However, clinical educators and managers reflect on how these roles seem to be frequently missed or at least compromised while applying the quality assurance measures in the region developing countries.

Seventy field notes written between 2015 and 2017 by clinical educators for residents who scored “below expectation” in the CanMEDS professional role were analyzed.

We also assessed how Basotho clinical educators considered culture when leading NGO-sponsored clinical CPD for Basotho clinicians.

Supervising students in healthcare settings is complex and can be stressful for clinical educators.

Background Researchers have shown that clinical educators feel insufficiently informed about how to teach and assess the CanMEDS roles.

Although this requires an active effort from both students and clinical educators, it is not arduous and has mutual benefit: improving medical education while simultaneously reducing staff workload.

Increasingly, clinicians and clinical educators are using simulation-based education (SBE) as a valued educational modality within healthcare organizations.

The clinical educators traditionally utilize lecture-based educational offerings preventing students from active participation.

Conclusions: We recommend our designed checklist to all clinical educators who are engaged in medication safety domain.

For clinical educators and placement coordinators it is vital to follow and analyse students’ engagement with WBA while on placements, in order to understand how students are participating in the assessment, and what improvements can be made.

Among the stakeholders of MRS education (students, academics and clinical educators), the students were most affected.

MethodsThe qualitative content analysis was used to identify the promoting strategies of fieldwork quality in occupational therapy from students' and clinical educators’ perspectives during the 2019–2020 academic sessions.

Clinical educators and students were interviewed to identify factors that facilitate or impede PHC teaching and learning on site.

In the clinical course, students learn necessary skills and accordingly their professional identity is formed by observing and working among clinical educators.

Completed questionnaire forms were submitted to the Clinical Educators and extracted as received.

The authors propose initial efforts focusing on instruction of clinical educators and practicing physicians, with advocacy for increased reimbursement.

METHOD To design the curriculum, a standard curriculum development approach was applied through an iterative improvement process with input from researchers, clinical educators, and the first cohort of fellows.

Background: Transformational leadership of nursing clinical educators is preferred for facing challenges that arise from the technological changes of globalization in nursing clinical education.

OBJECTIVES To analyze the influence of the socio-demographic variables of clinical educators and nursing students on satisfaction with the clinical practice.

Objectives: The aim of the present study is to identify the relationship between Self-confidence in learningand clinical educators’ characteristics by nursing students.

Results Each of the forty-one clinical educators received an average of 5.

The skills and qualities of effective clinical educators are linked to improved student learning and ultimately patient care; however, within allied health these have not yet been systematically summarised in the literature.

However, studies aiming at enhancing role modelling among clinical educators are very limited and generally lack comprehensive evaluations of the designed programs.

EXECUTIVE SUMMARY The 2018-2019 Professional Affairs Committee examined the potential roles and needs of clinical educators (faculty and preceptors) in leading transformation in pharmacy practice.

Conclusions: Physiotherapy students and interns believe that clinical educators play key roles and expect them to display a wide range of professional attributes to facilitate students’ learning experiences.

Clinical educators should incorporate intentional HIV IPEE in healthcare curricula.

Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning.

Research indicates that healthcare students entering their clinical rotations may lack these sets of skills The lack of soft skills during clinical experience can strain the student’s professional relationship with their clinical educators/instructors (supervisors) and may result in failure After a review of relevant literature, the purpose of this research project is to augment the evidence-based, soft skills training curriculum being developed at SUNY Downstate Medical Center Occupational Therapy Master’s Program through the production of three educational videos that incorporate the perspectives of clinical educators, alumni, and current students.

Furthermore, sometimes clinical and non-clinical educators were unsure of how to involve patients completely in course development and they were not persuaded that it was appropriate to do so.

Clinical educators and nurse managers can help new nurses by acting on these factors.

Aim: To determine the types and frequency of incivility and unprofessional student behaviours, triggers for disruptive behaviour and situations that clinical educators find challenging.

The data were collected through a semi-structured interview with nurses, nurse managers, and clinical educators in teaching hospitals and nursing schools affiliated to Arak, Isfahan, and Tehran Universities of Medical Sciences in Iran from September 2015 to July 2016.

A cross-sectional survey of GHSP clinical educators trained to use POCUS and provided with hand-held ultrasound during their 1-y deployment during the period 2013-2017.

With no evidence relating to visits, this study aimed to explore the perceptions of both students and clinical educators concerning potential benefits and challenges.

Methods Southern Cross University (Australia) senior osteopathy students and their clinical educators were invited to complete the Evidence-Based Practice Questionnaire (EBPQ) and participate in a series of focus groups following use of the SNAPPS-Plus model in the CLE.

Knowledge and experience in these novel techniques will impact Geriatric Psychiatric education and prepare the next generation of clinical educators.

Yet, increasingly clinical educators are paying attention to the brain-body interface.

The authors propose the concept of orphaned competencies, those that are good for clinical education, but often are not taken up by good clinical educators.

However, a lack of awareness and understanding by physiotherapy clinical educators could limit students' exposure to these potentially valuable tools.

Engaging their potential in this way could not only help meet teaching capacity, but also encourage and prepare the clinical educators of tomorrow.

mention that brief student rotations in the ED do not allow for clinical educators to develop a relationship with their students.

In this rapidly and constantly evolving world of learner competencies, professionality, assessments, and outcomes, the important role of clinical educators is often forgotten.

Despite the fact that past clinical educators have identified instructional design and assessment as low-confidence areas, there is a paucity of structured program dedicated to developing these teaching skills during fellowship training.

Our study addresses this gap by reporting on challenges and strategies around goal coconstruction as identified by clinical educators who were learning and attempting to implement a goal-oriented feedback approach in their own teaching contexts.

Objectives: The aim of this study was to explore how Clinical Educators and physiotherapy students use supervision interactions toward student learning during clinical education.

Medical clinical educators (MCE) also act as role models for their students.

This article describes a creative teaching strategy clinical educators can use to enhance the knowledge, skills, and attitudes of direct care nurses for quality and safety competencies.

The intent is for it to contribute to the unification of an understanding of how clinical reasoning has been conceptualized to date by practitioners, academicians, and clinical educators.

Pearson’s correlation coefficient test found that six domains of stressors during clinical practices (taking care of patients; clinical educators/instructors and ward staff; clinical assignments and workload; peers and nursing students from other college; lack of professional knowledge and skills and clinical environment) were statistically significant correlation with coping strategies, where P-value < 0.

These findings appear to be manifestations of deeper issues including the professional identify of clinical educators.

This study explored the educational needs of recent nursing graduates from the perspectives of new nurses and their clinical educators in Korea.