標(biāo)題: Titlebook: Handbook of Clinical Teaching; Somnath Mookherjee,Ellen M. Cosgrove Book 2016 Springer International Publishing Switzerland 2016 bedside t [打印本頁] 作者: indulge 時(shí)間: 2025-3-21 19:11
書目名稱Handbook of Clinical Teaching影響因子(影響力)
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書目名稱Handbook of Clinical Teaching網(wǎng)絡(luò)公開度
書目名稱Handbook of Clinical Teaching網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Handbook of Clinical Teaching被引頻次
書目名稱Handbook of Clinical Teaching被引頻次學(xué)科排名
書目名稱Handbook of Clinical Teaching年度引用
書目名稱Handbook of Clinical Teaching年度引用學(xué)科排名
書目名稱Handbook of Clinical Teaching讀者反饋
書目名稱Handbook of Clinical Teaching讀者反饋學(xué)科排名
作者: 管理員 時(shí)間: 2025-3-21 21:23
Ambient Assisted Living Case Studys. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give feedback to a colleague.作者: 廢除 時(shí)間: 2025-3-22 00:54 作者: PANG 時(shí)間: 2025-3-22 07:03 作者: 同步信息 時(shí)間: 2025-3-22 11:42
https://doi.org/10.1007/978-94-009-0681-5ce. This chapter describes techniques for teaching effectively when contact with patients and learners is brief and discontinuous. We discuss the importance of facilitating reflection and development of structural competence among learners, emphasizing the role of the student as healthcare navigator.作者: thyroid-hormone 時(shí)間: 2025-3-22 14:47
Human Rights as Moral Principlesan’s approach should be learner centered, emphasizing clinical immersion and autonomy, while still preserving safe patient care. Practices which maximize student learning include reviewing goals and expectations with the student early on, skillful use of the Socratic method, and providing frequent actionable feedback.作者: ICLE 時(shí)間: 2025-3-22 17:52 作者: Unsaturated-Fat 時(shí)間: 2025-3-23 01:14
How to Become a Learner-Centered Teacher,iences. After a brief review of learning theory important to lifelong learning development, we will explore some specific teaching tools and practical resources to implement learner-centered behavior and attitudes in day-to-day clinical teaching.作者: 男生戴手銬 時(shí)間: 2025-3-23 05:05
How to Optimize Teaching by Using Observation and Feedback,s. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give feedback to a colleague.作者: prick-test 時(shí)間: 2025-3-23 06:50
How to Use Teaching Scripts to Make Teaching More Effective and Efficient,liver eloquent lessons extemporaneously. The teaching script is a strategy that many exemplary teachers use to efficiently and effectively enhance learning in clinical settings. This chapter presents a strategy for being prepared for “teachable moments” by creating and using teaching scripts in the clinical setting.作者: CRANK 時(shí)間: 2025-3-23 12:11
How to Give a Great PowerPoint Presentation,, a consistent and well-organized structure, and appropriate slide design. Educators can greatly enhance the quality of their presentations with thorough consideration of each of these fundamental areas as they prepare their presentation.作者: Granular 時(shí)間: 2025-3-23 16:52
How to Teach in Free Clinics: Brief Encounters with Learners and Patients in Vulnerable Communitiesce. This chapter describes techniques for teaching effectively when contact with patients and learners is brief and discontinuous. We discuss the importance of facilitating reflection and development of structural competence among learners, emphasizing the role of the student as healthcare navigator.作者: 感激小女 時(shí)間: 2025-3-23 18:52 作者: 休閑 時(shí)間: 2025-3-23 23:02
How to Teach Procedures,ations for ensuring patient safety and creating a meaningful learning environment. We discuss how to approach different learner styles, provide practical teaching techniques for bedside teaching, and give performance-enhancing feedback.作者: Lignans 時(shí)間: 2025-3-24 04:59 作者: BAIL 時(shí)間: 2025-3-24 06:45
http://image.papertrans.cn/h/image/421033.jpg作者: Synthesize 時(shí)間: 2025-3-24 11:45 作者: gratify 時(shí)間: 2025-3-24 18:50
https://doi.org/10.1007/978-3-319-33193-5bedside teaching; clinical teaching; medical education; teaching end-of-life care; teaching error disclo作者: 放肆的我 時(shí)間: 2025-3-24 22:47 作者: SLING 時(shí)間: 2025-3-25 02:31
How to Become a Learner-Centered Teacher,iences. After a brief review of learning theory important to lifelong learning development, we will explore some specific teaching tools and practical resources to implement learner-centered behavior and attitudes in day-to-day clinical teaching.作者: arcane 時(shí)間: 2025-3-25 05:22
How to Optimize Teaching by Using Observation and Feedback,s. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give 作者: 災(zāi)禍 時(shí)間: 2025-3-25 10:33
How to Use Learning Preferences to Optimize Teaching Effectiveness,f preferences, strategies, and strengths for teaching. While it is conceptually attractive to imagine that simply matching “l(fā)earning styles” and “teaching styles” will lead to better educational outcomes, this conclusion is not supported by the available research. Rather, understanding learning and 作者: BET 時(shí)間: 2025-3-25 14:39
How to Effectively Teach Millennials: Understanding Intergenerational Factors,endous growth of new technologies has had an enormous effect on generations and consequently their teaching and learning styles. Add to that the advent of today’s social connectedness and you have the basis for one of the key challenges of medical education today: a new generation of learners called作者: 組裝 時(shí)間: 2025-3-25 18:10
How to Use Reflective and Deliberate Practice to Maximize Learning, first two components—stopping and assessing—constitute reflective practice. Reflective practice, in turn, falls into three equally important domains. The first domain is cognitive awareness: awareness of what you know and don’t know. The second domain is procedural: what kind of technical skills do作者: 健談的人 時(shí)間: 2025-3-25 22:26 作者: Decimate 時(shí)間: 2025-3-26 02:48
How to Give a Great PowerPoint Presentation,, a consistent and well-organized structure, and appropriate slide design. Educators can greatly enhance the quality of their presentations with thorough consideration of each of these fundamental areas as they prepare their presentation.作者: Contort 時(shí)間: 2025-3-26 07:40 作者: menopause 時(shí)間: 2025-3-26 11:25
How to Teach at the Bedside,or both learners and patients, remain profound and worthy of our efforts to resurrect this practice. At the bedside, the attending physician is charged with diagnosing the patient, then diagnosing the learner, and finally teaching. Many attending physicians are uncomfortable with bedside teaching—an作者: insipid 時(shí)間: 2025-3-26 14:37
How to Teach Beginning Students in the Clinical Setting,nal identity, and comfort in the clinical environment. To effectively teach beginning medical students, supervising physicians can maximize the effectiveness of shadowing experiences, teach digestible clinical pearls, engage patients and other members of the healthcare team as teachers, and arrange 作者: Entropion 時(shí)間: 2025-3-26 19:58
How to Teach Medical Students in an Ambulatory Clinic,nt clinic seem challenging. There are several strategies that can facilitate effective student education uniquely applicable to outpatient clinics. With thoughtful preparation and implementation, a preceptor can create an atmosphere that fosters medical student education in a way which is rewarding 作者: 淡紫色花 時(shí)間: 2025-3-26 22:08 作者: Maximize 時(shí)間: 2025-3-27 02:00
How to Teach Students on an Inpatient Clerkship,an’s approach should be learner centered, emphasizing clinical immersion and autonomy, while still preserving safe patient care. Practices which maximize student learning include reviewing goals and expectations with the student early on, skillful use of the Socratic method, and providing frequent a作者: 顧客 時(shí)間: 2025-3-27 06:13
How to Use Entrustable Professional Activities to Evaluate and Teach Physician Trainees,that can be entrusted to a learner who has achieved sufficient competency in that area. To be entrusted to perform each of these tasks without supervision, a physician trainee typically must be competent in multiple domains (e.g., patient care, medical knowledge, systems-based practice, practice-bas作者: COKE 時(shí)間: 2025-3-27 11:37
How to Teach in the Emergency Department, Use a framework to start your teaching—this helps learners approach patients in a systematic way to create learning opportunities on every case. Employ a strategy of “planned spontaneity” that allows for interruption. Effective teachers use the unpredictable, undifferentiated patient to help learne作者: Coronary-Spasm 時(shí)間: 2025-3-27 15:38
How to Teach in the Operating Room,te practice for the instructor and should be done during every case. In recent years, surgical residents are provided less and less independence in the OR as a consequence of regulatory and financial pressures. Coincident with this, or perhaps as a consequence, graduating trainees seem underprepared作者: 合乎習(xí)俗 時(shí)間: 2025-3-27 19:06
How to Teach Procedures,ations for ensuring patient safety and creating a meaningful learning environment. We discuss how to approach different learner styles, provide practical teaching techniques for bedside teaching, and give performance-enhancing feedback.作者: 勉強(qiáng) 時(shí)間: 2025-3-27 23:38 作者: 團(tuán)結(jié) 時(shí)間: 2025-3-28 03:13 作者: Mendicant 時(shí)間: 2025-3-28 07:56 作者: Ankylo- 時(shí)間: 2025-3-28 13:06
Ambient Assisted Living Case Studys. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give 作者: 摘要 時(shí)間: 2025-3-28 18:19 作者: Foment 時(shí)間: 2025-3-28 20:03
Requirements for Trustworthiness,endous growth of new technologies has had an enormous effect on generations and consequently their teaching and learning styles. Add to that the advent of today’s social connectedness and you have the basis for one of the key challenges of medical education today: a new generation of learners called作者: 有惡意 時(shí)間: 2025-3-29 00:27 作者: 注意到 時(shí)間: 2025-3-29 06:40 作者: 母豬 時(shí)間: 2025-3-29 09:33
https://doi.org/10.1057/9781137298492, a consistent and well-organized structure, and appropriate slide design. Educators can greatly enhance the quality of their presentations with thorough consideration of each of these fundamental areas as they prepare their presentation.作者: orient 時(shí)間: 2025-3-29 12:37
https://doi.org/10.1007/978-94-009-2145-0 of active learning and are inherently engaging for learners. In this instructional method, the teacher highlights key content by writing and illustrating on a chalkboard, whiteboard, or other large surface throughout the presentation. This technique incorporates learner contributions, thereby promo作者: 遵循的規(guī)范 時(shí)間: 2025-3-29 15:47
Katrin Hartwig,Christian Reuteror both learners and patients, remain profound and worthy of our efforts to resurrect this practice. At the bedside, the attending physician is charged with diagnosing the patient, then diagnosing the learner, and finally teaching. Many attending physicians are uncomfortable with bedside teaching—an作者: 浪費(fèi)物質(zhì) 時(shí)間: 2025-3-29 22:18
Institut International de Philosophienal identity, and comfort in the clinical environment. To effectively teach beginning medical students, supervising physicians can maximize the effectiveness of shadowing experiences, teach digestible clinical pearls, engage patients and other members of the healthcare team as teachers, and arrange 作者: 急急忙忙 時(shí)間: 2025-3-30 02:45 作者: Mast-Cell 時(shí)間: 2025-3-30 06:49 作者: 頭盔 時(shí)間: 2025-3-30 09:28
Human Rights as Moral Principlesan’s approach should be learner centered, emphasizing clinical immersion and autonomy, while still preserving safe patient care. Practices which maximize student learning include reviewing goals and expectations with the student early on, skillful use of the Socratic method, and providing frequent a作者: Etymology 時(shí)間: 2025-3-30 15:05 作者: modest 時(shí)間: 2025-3-30 20:11 作者: Gleason-score 時(shí)間: 2025-3-30 22:44
The Origin and Metabolism of Tryptophan,te practice for the instructor and should be done during every case. In recent years, surgical residents are provided less and less independence in the OR as a consequence of regulatory and financial pressures. Coincident with this, or perhaps as a consequence, graduating trainees seem underprepared作者: 下邊深陷 時(shí)間: 2025-3-31 01:48 作者: 埋伏 時(shí)間: 2025-3-31 07:40 作者: 會(huì)議 時(shí)間: 2025-3-31 11:22 作者: preservative 時(shí)間: 2025-3-31 15:46 作者: Gustatory 時(shí)間: 2025-3-31 20:25 作者: 退出可食用 時(shí)間: 2025-3-31 23:40 作者: overture 時(shí)間: 2025-4-1 03:47
How to Teach Medical Students in an Ambulatory Clinic,th thoughtful preparation and implementation, a preceptor can create an atmosphere that fosters medical student education in a way which is rewarding for the educator, enhances patient care, and is realistic in the current medical environment.作者: Wernickes-area 時(shí)間: 2025-4-1 10:05 作者: Chromatic 時(shí)間: 2025-4-1 13:48
Katrin Hartwig,Christian Reuterside teaching is a complex task requiring preparation, clear definitions of roles and responsibilities of all team members, and, ideally, the presentation of selected topics in a concise fashion. This chapter presents practical steps to accomplish these tasks.作者: Neutropenia 時(shí)間: 2025-4-1 16:46
Nauiyu Empowerment: Owning Our Solutions,acknowledges their competence in one or more aspects of multiple domains. Clinical teachers can use this concept to more purposefully observe their trainees and provide richer feedback grounded in the actual work expected of practicing physicians.
