Modern Methods

Modern methods in teaching medical students in clinical disciplines :

Modern methods in teaching medical students in clinical disciplines Dr.Irphan Yonis Shammari (M.B.Ch.B), CSSP SC Dublin

INTRODUCTION:

INTRODUCTION what do we know about the new methods of teaching medical students in clinical practice? Is there any change in those methods nowadays? What is the relationship that controls this process? What are the parameters of this relationship ?

CLASSIC TRIAD OF TEACHING MEDICAL STUDENTS :

CLASSIC TRIAD OF TEACHING MEDICAL STUDENTS High level of intellectual and technical expertise. Autonomy in the practice and regulation of the discipline . A commitment to public service The success of medical science has, ironically, posed challenges to the independence of professional medical practice.

CURRENT METHODS OF TEACHING MEDICAL STUDENTS:

CURRENT METHODS OF TEACHING MEDICAL STUDENTS COURSES Specific workshops or courses related to professional development Modules on physician-patient communication, medical ethics, medical law, medical sociology, and public health.

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2 . INNOVIATIVE TEACHING METHODS The modern focus on small group, learner-centred, experiential, reflective, deep, and self-directed learning has been used in an effort to support the task of professional training. Problem-based learning * Reduce the fragmentation of knowledge and acquisition of meaningless facts, to promote curiosity and teamwork, and to present a patient rather than a disease model. * The introduction of role-play and simulated patients has further provided what seem to be appropriate environments in which to develop professional skills.

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KEY AIMS OF PROFESSIONAL DEVELOPMENT Understand the origins of being professional and what are the responsibilities. Instil and nurture in students the development of personal qualities, values, attitudes, and behaviours that are fundamental to the practice of medicine and health care. Ensure that students understand the importance and relevance of these above concepts.

3.STUDENT AND TEACHER SUPPORT AND GUIDNESS:

3.STUDENT AND TEACHER SUPPORT AND GUIDNESS The skill development of any student is predicated upon the support and guidance that they receive from teachers. Recognising the areas of strength and weakness. Achieved by trusting relationship with teachers, one-to-one or small-group relationships with supervisors or advisers. group activities such as literature discussion groups. Better understanding of the emotional content of the doctor patient relationship. Care should help students with the stresses

THE INGREDIENTS OF SUCCESSFUL MEDICAL STUDENTS' CLINICAL TEACHING :

THE INGREDIENTS OF SUCCESSFUL MEDICAL STUDENTS' CLINICAL TEACHING (All happy families are alike, but each unhappy family is unhappy in its won way) Tolstoy

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Clear Objectives Learning objectives are a powerful tool for enhancing educational outcomes. This requires attendance by the students to the lectures and the clinical services. They could be asked to carry out independent learning tasks as individuals or members of groups. This is useful in the medical speciality they plan to enter. The cross speciality teaching will be performed. Team work Medical education is not only a cognitive process; it is also a social process. Mixing the students of different years levels will function as team players with defined roles. The team consists of an attending physician, a senior resident, a junior resident and two or three medical students. Students’ evaluation of their educational experiences take in to account more than simply how much they learned from books, lectures and papers.

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Control over performance Medical students need to feel that they exercise control over how they perform. They must be assess in multiple directions. A potentially valuable educational strategy would be to invite students to participate in determining their won grade. Feedback Providing more frequent and higher quality feedback is an excellent way of improving students’ overall impression of a course and the teacher. Timing is an important aspect of good feedback. Ideally, we must provide students with actionable suggestions on a weekly or even daily basis. This may require the introduction of computer-based instruction to avoid overburdening the faculty. One means of doing so would be to make a point of asking frequent questions of students on clinical services to determine if they are truly learning the principals discussed in readings and lectures. Some questions might even be repeated from day to day to ensure that the students are retaining what they have learned

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Challenge This must be different from one year to other according to the level in the college. A top-notch course will invite medical students to test themselves as physicians. Top-notch students can perform an important educational function in the department by reminding faculty members and residents of information they have forgotten and helping them remain abreast of new development in medicine. Contribution to patient care Students take histories and perform physical examinations. They track down the results of diagnostic testing and request consultations from other clinical services. They learn to perform procedures, they help in sparing the time and energy of other members on the team and involving students in day-to-day patient care can help educate patients about such procedures and assist in their performance.

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Teaching of Evidence Based Medicine It is a technique relatively new to teaching and practising medicine. It requires understanding and knowledge of clinical epidemiology as well as communication skills and excellent patience with commitment to provide patients with the necessary knowledge. It is the integration of clinical experience individual with the best evidence of clinical findings available from the research.

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Conclusion The new methods in teaching medical students in clinical discipline is advancing with the time according to the new approaches in medicine. This advance is translated in many ways to make the teaching process of a great importance to the medical students in order to fulfil the requirements of being a good doctors in future. The new system of teaching is not so far from the classical one but there are some changes according to the ways of understanding the new advances in medicine that need a powerful action from the students and their teachers to be abreast with the new techniques and sources.

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Thank you