Podcasts about clinical teaching

In this episode, I'm joined by Jeanette Breen — Learning Specialist at Templestowe Heights Primary School and Head of Global Partnerships at No More Marking — to unpack insights from her recent tour of some of the highest-performing schools across the UK. From standalone primaries to schools within trusts like Ark Academy, and even the renowned Michaela Community School, where she met Katharine Birbalsingh, Jeanette explored what's making a real impact in classrooms and leadership teams. What makes this conversation truly unique is not just Jeanette's sharp eye for what works — it's that you'll also hear directly from the educators she met along the way, thanks to recordings made on-site during her journey. You'll hear from:  Andrew Percival and Jess Rennie - Stanley Road Primary School, Oldham Madeleine Roberts, David Williams, Jonathan Howlett and Ellen Clarke - Ark Curriculum team Matt Burnage - Ark Soane Claire Stoneman - 4 Dwellings Academy, Birmingham Michael Eggleton - Charles Dickens Primary Stuart Houghton - Ribbon Academy, Murton Dr Haili Hughes - Professor of teacher coaching & mentoring, Academica University oas, Director of Education, IRIS Connect. ECF & NPQ facilitator Bruno Reddy - CEO Times Tables Rock Stars and former head of Mathematics at King Solomon Academy If you're looking to sharpen your teaching, rethink your curriculum, or get inspired by what's working in leading schools abroad, this episode is packed with gold. Resources mentioned: Daisy Christodoulou - Seven myths in education and Making good progress The Rose report StepLab Teach Like A Champion New wave maths books The Writing Revolution TimesTable Rockstars Grattan report on multi-school organisations Think Forward Educators Core knowledge units Numeracy screener being trialed by the Center for Independent Studies (CIS) White Rose Maths What Works Series ResearchED No More Marking You can connect with Jeanette: X/Twitter: @jettybe3 Linkedin e-mail: jeanette.breen@education.vic.gov.au or jeanette@nomoremarking.com You can connect with Brendan: X/Twitter: @learnwithmrlee Linkedin: @brendan-lee-kft Facebook: @learningwithmrlee Website learnwithlee.net Substack: knowledgeforteachers.substack.com/ Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast   About Jeanette Breen Jeanette is an experienced teacher, presenter, and liaison for the creation of partnerships and professional learning opportunities. In addition to her school-based role at Templestowe Heights PS Victoria, Jeanette works with UK company No More Marking as the bridge for schools using innovative writing assessment. She leads a Writing Network with Think Forward Educators and is a founding member of Sharing Best Practice. Jeanette holds a Professional Certificate in Clinical Teaching and Masters in Instructional Leadership. Becoming a Better Maths Teacher: Craig Barton's Aussie Tour with Ollie Lovell For the first time ever, the UK's most celebrated mathematics teacher, podcaster, and author, Craig Barton, is coming to Australia for a nationwide tour. Craig will be joined by Australia's own Ollie Lovell for an unforgettable day of professional learning designed to transform your teaching practice. Don't miss your chance to be part of this transformative event! Four dates, four cities: Perth: Friday, June 20, 2025 Melbourne: Monday, June 23, 2025 Sydney: Wednesday, June 25, 2025 Adelaide: Friday, June 27, 2025 Seats are limited—secure your spot today and take your mathematics teaching to the next level!

Hello everyone, and welcome to another exciting episode of VR in Education, where we explore how virtual reality is transforming teaching and learning. Today's guest is Dr. Christine Heid, a nurse educator, Nursing Simulation Specialist @ UbiSim, healthcare advocate, and creator of the Heid ATE Guide for Clinical Teaching and Learning.  With over 20 years of experience, Dr. Heid has been at the forefront of rethinking how we prepare nurses for the realities of clinical practice—through strategic teaching, simulation, and now immersive technology.

Want to share your feedback? Send us a message!David Luterman, Ed.D., CCC-SLP joins host Sara MacIntyre, M.A., CCC-SLP, to discuss empowering clients throughout the therapeutic journey. Dr. Luterman highlights the importance of establishing a collaborative relationship early in the process, avoiding the pitfalls of 'miracle working,' fostering client confidence, and making the client as self-sufficient as possible. Dr. Luterman walks listeners through practical examples within stuttering therapy with the aim of supporting client-driven discovery, confidence, and independence.Related Resources:60 Years of Clinical Teaching in Counseling: Reflections with Dr. David Luterman (Season 6: Episode 5, Stuttering Foundation Podcast)Sharpening Counseling Skills Course through Stuttering FoundationParent Counseling: Conversations with David Luterman Parts 1 & 2 through Stuttering FoundationCounseling Persons with Communication Disorders as part of the Virtual Learning by Stuttering Foundation SeriesCounseling Persons with Communication Disorders TextbookWorking on the Family Level as part of the Virtual Learning by Stuttering Foundation SeriesDavid Luterman, Ed.D., CCC-SLP, is a professor emeritus at Emerson College in Boston, Massachusetts where he taught full-time for 40 years and he has continued to teach the counseling course for 20 more years beyond that (not something many people can say!). He is the author of many articles and several books, including his seminal book called Counseling Persons with Communication Disorders and Their Families, now in its 5th edition. He has done several podcasts and videos through the Stuttering Foundation called Counseling People who Stutter and Their Families and Conversations with Parents. In addition to authoring many books, he is a well-known teacher, researcher, consultant, and lecturer. Dr. Luterman is a fellow of the American Speech-Language-Hearing Association and recipient of the Frank Kleffner Clinical Achievement Award (2011).

Show notes at pharmacyjoe.com/episode978. In this episode, I'll discuss the 4 clinical teaching roles for residency preceptors. The post 978: The 4 Clinical Teaching Roles for Preceptors appeared first on Pharmacy Joe.

Continuing with the crossover event of the century, Kevin and Zach welcome Mohamed Abo-Basha, host of the Very Dental Student podcast back to talk about anterior composites! They share insights on bonding strategies, polishing methods, and matrix selection while discussing personal experiences and common challenges faced in dental school and practice. The episode also highlights the importance of thorough cleaning, shade matching, and the use of tools like micro etchers and Optragates for effective dental procedures.   Some links from the show: Bioclear anterior matrix Garrison Blue View matrix Shofu Super Snap Optragate   Episode Index: 02:52 More Dental School Memories and Anecdotes 08:00 Anterior Composites 16:08 Introduction to Bonding Techniques 16:17 The Importance of Plaque Removal 18:07 Dealing with Tiny Chips 21:07 Class V Lesions and Abfractions 30:45 The Role of Lip Retraction Devices  

Drew & Garden System have a lively discussion with Ocean about the use of Internal Family Systems, particularly with Dissociative Identity Disorder. Come learn all about the special considerations clinicians need to keep in mind and implement when they choose to use IFS as an intervention with their DID clients.Ocean is a highly educated and Certified Internal Family Systems (IFS) licensed therapist, having completed all three levels of IFS training. With over thirty years of experience in the mental health field, she began her career in a psychiatric trauma and inpatient unit. Ocean specializes in working with individuals who have Complex Post-Traumatic Stress Disorder (C-PTSD), Dissociative Disorders (DD), and eating disorders.As a program assistant in IFS Level One training, she has presented on using IFS with individuals with dissociative disorders during break-out sessions. Her diverse academic background includes degrees in Educational Leadership and Clinical Teaching in Special Education, which, combined with her compassion, enable her to share valuable experience and knowledge with other therapists in the field of treating Dissociative Identity Disorder (DID) clients using the IFS model. Ocean firmly believes in the IFS principle that all parts are welcome.Her integrative approach blends mind-body techniques and meditation with IFS, inspiring her journey to become a yoga teacher. She strives to foster a deeper connection with parts work while incorporating holistic practices within IFS. Currently, she is furthering her studies in Ayurveda. In her spare time, Ocean enjoys connecting with nature, swimming, living the van life, spending quality time with her human and furry family members, and meditating by the ocean.Please visit https://acoupleofmultiples.com to sign up for our mailing list where you can learn more about our online community for those living with a dissociative disorder, their supporters, and mental health professionals.We are honored to have a gold plus sponsor for season 2! The Institute for Creative Mindfulness is one of the largest EMDR Therapy training programs in North America, founded and directed by Dr. Jamie+ Marich, author of Dissociation Made Simple. Dr. Jamie is the only EMDR therapy trainer who is "out" as a plural, and since 20 15 she's offered the full EMDR Therapy basic training in a way that honors lived experience and destigmatizes dissociation in clinical work. We have never felt more accepted and validated as a multiple than when we were able to show up authentically as Garden System for our basic EMDR training. Having lived experience is valued and respected in these training courses. Go to www.instituteforcreativemindfulness.com for a full list of upcoming trainings, both online and in-person, offered by Dr. Jamie and her selected network of EMDR trainers. Are you interested in becoming a sponsor? Please send an email to admin@acoupleofmultiples.com to request more information.Send us a Text Message.

Rupert Johnson, Ph.D., CCC-SLP, Associate Professor at Nazareth University in the Communication Sciences and Disorders Program, joins host Sara MacIntyre, M.A., CCC-SLP, to discuss his experiences personally and professionally with stuttering.  Dr. Johnson begins by sharing his story and how giving the valedictorian speech in high school was his catalyst for change. He explores what it's like to be someone who stutters in academia within a CSD program, the many benefits as well as the challenges he faces, and how he supports graduate students through their educational and clinical learning journeys to be better equipped to work with those who stutter in a comprehensive and person-centered manner upon graduation. Rupert further discusses the importance and benefits of cultivating community, honoring and making space for intersectionality and one's multiple identities, and more on an affinity group he helped form for CSD students who identify as people of color, 'Speech-language Therapy and Audiology Minority Program (STAMP).' Rupert's contact information for anyone local to Nazareth University: rjohnso2@naz.edu Rupert Johnson is an Associate Professor at Nazareth University in Communication Sciences and Disorders (CSD). He earned his BA in Psychology at Vassar College and M.S. and Ph.D in CSD at Penn State University. Rupert specializes in Stuttering. He teaches the Fluency Disorders grad course at Nazareth and runs the on-campus Stuttering Clinic. In the community, he runs a summer camp for children who stutter (Camp RAYS - Rochester's Adventure for Youth who Stutter) and serves as a co-chapter leader for Rochester's chapter of the National Stuttering Association adult support group. He also is one of the co-founders of STAMP (the Speech-language Therapy & Audiology Minority Program), which is an affinity group for racial or ethnic minority students in CSD at Nazareth, and their allies. Rupert's special interests include investigating the psychosocial aspects of stuttering; advocating for people who stutter; and supporting the recruitment, retention, and success for underrepresented students in CSD.

Join us on a reflective journey with Dr. David Luterman, Ed.D., CCC-SLP, professor emeritus at Emerson College in Boston, Massachusetts. In this episode, hosted by Sara MacIntyre, M.A., CCC-SLP, Dr. Luterman delves into his remarkable 60-year clinical teaching career. Starting with his own educational journey, he shares profound lessons and euphemisms that have significantly influenced his teaching philosophy.Discover the evolution of Dr. Luterman's teaching framework as he discusses his immersive approach to empowering students in the field of speech-language pathology and audiology to develop counseling skills in a way that empowers them to take control of their own learning, mitigates against the development of self-consciousness, and prioritizes non-judgmental, active listening.In the concluding moments, Dr. Luterman reflects on the legacy he aspires to leave in our field and the impact he hopes to be remembered for. This conversation will leave you reflecting on your own teaching styles, educational journeys, and (hopeful) legacy in a wonderful way.Related Resources:Sharpening Counseling Skills Course through Stuttering FoundationParent Counseling: Conversations with David Luterman Parts 1 & 2 through Stuttering FoundationCounseling Persons with Communication Disorders as part of the Virtual Learning by Stuttering Foundation SeriesCounseling Persons with Communication Disorders TextbookWorking on the Family Level as part of the Virtual Learning by Stuttering Foundation SeriesDavid Luterman, Ed.D., CCC-SLP, is a professor emeritus at Emerson College in Boston, Massachusetts where he taught full-time for 40 years and he has continued to teach the counseling course for 20 more years beyond that (not something many people can say!). He is the author of many articles and several books, including his seminal book called Counseling Persons with Communication Disorders and Their Families, now in its 5th edition. He has done several podcasts and videos through the Stuttering Foundation called Counseling People who Stutter and Their Families and Conversations with Parents. In addition to authoring many books, he is a well-known teacher, researcher, consultant, and lecturer. Dr. Luterman is a fellow of the American Speech-Language-Hearing Association and recipient of the Frank Kleffner Clinical Achievement Award (2011).

Jason Schultz (moderator), New York University School of Law, Engelberg Center on Innovation Law & Policy, and Technology Law and Policy ClinicMegan Graham, Samuelson Law Technology & Public Policy Clinic at UC Berkeley School of LawBrett Max Kaufman, American Civil Liberties UnionAmanda Levendowski, Intellectual Property and Information Policy Clinic at Georgetown LawPeter Steffensen, Southern Methodist University Dedman School of Law

Utter the words "Artificial Intelligence" to other preceptors and pharmacy faculty, and you might get a reaction that ranges anywhere from fear and anxiety to excitement. In this insightful discussion, we explore the fundamental question of what AI is and its diverse application in shaping the landscape of pharmacy education. Guest Tim Aungst delves into the challenges surrounding student and resident access to AI tools, shedding light on the challenges and opportunities that access brings.  HostKathy Schott, PhDVice President, Education & OperationsCEimpactGuestTimothy Dy Aungst, PharmD, RPhAssociate Professor of Pharmacy PracticeMassachusetts College of Pharmacy and Health SciencesGet CE: CLICK HERE TO CPE CREDIT FOR THE COURSE!CPE Information Learning ObjectivesAt the end of this course, preceptors will be able to:1. List a primary advantage of using artificial intelligence (AI)2. Discuss ways in which access to AI should inform teaching strategies.0.05 CEU/0.5 HrUAN: 0107-0000-23-402-H99-PInitial release date: 12/20/2023Expiration date: 12/20/2024Additional CPE details can be found here.Dr. Schott has no relevant financial relationships with ineligible companies to disclose.Dr. Aungst reports he is a consultant for Otsuka and an advisor for Digital Therapeutics Alliance. All relevant financial relationships have been mitigated. This program has been:Approved by the Minnesota Board of Pharmacy as education for Minnesota pharmacy preceptors.Reviewed by the Texas Consortium on Experiential Programs and has been designated as preceptor education and training for Texas preceptors.Follow CEimpact on Social Media:LinkedInInstagram

Howard L. Forman, MD, is Director of Addiction Consultation Service at Montefiore and Assistant Professor at our Albert Einstein College of Medicine. His clinical interests focus on the intersection of addiction, mental health and physical illness. Dr. Forman is also a leading forensic expert who has been retained by state prosecutors, federal prosecutors, leading law firms across the country. Dr. Forman earned his Bachelor of Arts in chemistry and environmental science at Columbia University in 2001, followed by his Doctor of Medicine at Albert Einstein College of Medicine in 2008. After interning in psychiatry at Beth Israel Medical Center from 2008 to 2009, Dr. Forman returned to Albert Einstein College of Medicine, completing a residency in psychiatry in 2012, and a fellowship in forensic psychiatry in 2013. In addition to his areas of clinical focus, he is a nationally sought-after lecturer, and his research has been published in peer-reviewed journals and abstracts. He is also co-author of Prescription Drug Abuse, a book exploring the risks and controversies surrounding the issue of prescription drug abuse and misuse.  He is the book review editor for the Psychiatric Times and his opinions have been featured in outlets as varied as the Rolling Stone Magazine and the New York Times.  For several years, he was a columnist for US News and World Report.    Dr. Forman has been honored by the Albert Einstein College of Medicine with the Samuel Rosen Award for Excellence in Clinical Teaching and is a member of the Leo Davidoff Society for excellence in medical student education. He has served as co-Chair for the American Medical Association Action Team on Alcohol and Health, and as President of the Bronx District Branch of the American Psychiatric Association. He is board certified in psychiatry, forensic psychiatry and addiction medicine. Dr. Forman is a member of the American Psychiatric Association and serves on their Council for Medical Education and Lifelong Learning. _______________________________________________________ Relief Resources https://www.reliefhelp.org/ Amudim https://amudim.org/ (646) 517-0222 JOWMA Podcast | "Ad d'lo Yada": Keeping our kids safe on Purim and the rest of the year https://anchor.fm/jowma/episodes/Ad-dlo-Yada-Keeping-our-kids-safe-on-Purim-and-the-rest-of-the-year-e1eqv7l _______________________________________________________ Become a JOWMA Member! www.jowma.org  Follow us on Instagram! www.instagram.com/JOWMA_org  Follow us on Twitter! www.twitter.com/JOWMA_med  Follow us on Facebook! https://www.facebook.com/JOWMAorg/ Stay up-to-date with JOWMA news! Sign up for the JOWMA newsletter! https://jowma.us6.list-manage.com/subscribe?u=9b4e9beb287874f9dc7f80289&id=ea3ef44644&mc_cid=dfb442d2a7&mc_eid=e9eee6e41e

Dr. Jonathan Baktari pulls back the curtain on the intricate nuances of the healthcare industry in the United States during this episode. Drawing parallels between the healthcare sector and other industries such as airlines and cellular companies, Dr. Baktari highlights the impending challenges brought about by consolidation. With the increasing buyouts of practices and a decline in choices, he raises concerns over the potential deterioration in service quality.His distinctive talent for translating complex medical terminologies into understandable insights for the general public is deeply rooted in his expansive experience as a clinical teacher and his numerous media interactions. More than just a teacher, Dr. Baktari underscores the profound impact every word can have, especially when communicating with patients and their families.Juggling roles as an educator, CEO, and clinician, Dr. Baktari embodies a deep-seated commitment to creating positive change. While he treasures the direct interactions in clinical settings, he also recognizes the broader ripple effect he can achieve through platforms like eNashletesting.com.Yet, it's in the realm of technology where Dr. Baktari's vision truly shines. He firmly believes that the future of healthcare hinges on technological innovations. From reducing medical errors to creating genuinely electronic health records, he envisions a future where technology becomes the backbone of patient care, emphasizing the need to evolve beyond the prevalent paper-based systems.Dive into this episode to explore the crossroads of patient care, the challenges of medical consolidation, and the promising future of technology in healthcare.

As cardiology advances, cardiology fellowship education must evolve with it. On MedAxiom HeartTalk, host Melanie Lawson speaks with Ami Bhatt, MD, FACC, the chief innovation officer of the American College of Cardiology and associate professor of medicine at Harvard Medical School, Doreen DeFaria Yeh, MD, FACC, adult congenital heart disease cardiologist at Massachusetts General Hospital, and Ana Mercurio-Pinto, VP of Care Transformation at MedAxiom. Together, they explore how cardiology fellows are the future and discuss opportunities for enhancing education during cardiology fellowship.Guest Bios:Ami B. Bhatt, MD, FACC:Dr. Ami Bhatt is the Chief Innovation Officer (CIO) of the American College of Cardiology. As CIO, Bhatt provides leadership and expertise in healthcare innovation and continues to grow the College's comprehensive Innovation Program in support of the ACC's Mission to transform cardiovascular care and improve heart health.A graduate of Harvard College and the Yale School of Medicine, Bhatt completed her medicine and pediatrics residency at Harvard, her adult cardiology fellowship at Brigham and Women's Hospital and her adult congenital heart disease and pulmonary hypertension fellowship at the Boston Children's Hospital. She was the Inaugural Richard Liberthson Endowed Scholar in Adult Congenital Heart Disease and Director of the ACHD program for over a decade. She most recently served as the Director of Outpatient and Telecardiology at the Massachusetts General Hospital (MGH) Corrigan-Minehan Heart Center. Dr. Bhatt continues as a Harvard College premedical mentor and associate professor at Harvard Medical School.As an active clinical cardiologist, investigator, and educator Bhatt brings nearly ten years of experience in telemedicine and digital health to her new role. She founded her first program in virtual care in 2013 and continues to work on creating culturally relevant personalized virtual cardiovascular care delivery models. Her research has centered on identifying and implementing solutions to overcoming access barriers to cardiovascular and telemedicine care.Dr. Bhatt's interest in digital health strategy and the digital transformation of the cardiovascular field stems from her belief that state-of-the-art, personalized care can be delivered to individuals in the community, empowering patients and creating stronger clinician-patient partnerships for sustainable health outcomes. The ACC Innovation Program has a robust platform to transform digital patient care and advance technologies that are reshaping medicine and is focused on furthering these strategies.Doreen DeFaria Yeh, MD, FACC:Dr. Doreen DeFaria Yeh completed Internal Medicine Residency at Massachusetts General Hospital and Cardiology and Echocardiography fellowships at the University of California at San Francisco. She completed advanced training in Adult Congenital Heart Disease and Cardio-Obstetrics at the University of San Francisco California, and currently serves as the Associate Director of the MGH Adult Congenital Heart Disease (ACHD) Program and Co-Director of the MGH Cardiovascular Disease and Pregnancy Program. She is board certified in Internal Medicine, Adult Cardiovascular Disease and Adult Echocardiography. The has received Certification from the National Board of Echocardiography for Adult Comprehensive Echocardiography.Dr. DeFaria was selected as one of the American College of Cardiology 2012 Emerging Faculty and received the Brian McGovern Memorial Award from the Department of Medicine in 2012 and 2016 for Excellence in Clinical Teaching in cardiology. She also received the MGH, Department of Medicine Fellowship as part of the Eleanor and Miles Shore Scholars in Medicine from Harvard Medical School. In 2013 she was awarded the Clinician Teacher Development Award, a four-year grant supported by the Massachusetts General Hospital Physicians Organization and Center for Diversity and Inclusion, a project titled: Redefine ACHD Education. She currently serves as the Director of the MGH Cardiovascular Disease Fellowship Program and Chair of Internship Selection for the Department of Medicine.Her clinical focus is ACHD, Pregnancy & Cardiovascular Disease, particularly high-risk cardiac conditions in pregnancy as well as Echocardiography with expertise in ACHD Echocardiography. Dr. DeFaria speaks regionally and nationally on these topics.Ana A. Mercurio-Pinto, MM:Ana is energized by the possibilities. She has extensive professional experience running large, multi-specialized cardiovascular medicine divisions and has had the privilege of working and partnering with some of the industry's leading thought leaders: master clinicians, practice changing trialists and groundbreaking research scientists. She is dedicated to developing nimble and adaptive organizations that combine the best of traditional practice with the spirit of continuous modernization in the face of evolving and changing times.As vice president of care transformation at MedAxiom, Ana applies her wide-ranging experience in budgeting, forecasting, physician/practice P&Ls, clinical and federal/non-federal research operations, new program development, service-line integration, and dyad and other matrixed leadership structures to help cardiovascular organizations transform care. Ana has a keen interest in hospital/physician organization integration, faculty transitions, staffing optimization, administrative and research operations, and startup ventures.Ana has a bachelor's degree in business administration from Boston University Questrom School of Management and a master's in management with a concentration in Healthcare Management. Additionally, Ana has pursued certificates in Launching New Ventures and Research Administration.

Drs. DiClemente and Ursuy describe an innovative and much needed clinical teaching strategy they developed for prelicensure students. They explain the impetus for developing the strategy and describe the strategy, how they integrated it within courses, and how they prepared clinical educators for using it.

In this episode: Jason has chosen today's article to discuss how the ratio of teachers to learners is an important design factor. Length: 28:14 min.  Authors: Loewen PS, Gamble A, Legal M, Shah K, Tkachuk S, Zed PJ. Publication details: Learner-Preceptor Ratios for Practice-Based Learning Across Health Disciplines: A Systematic Review. Medical Education. 2016 Nov 23. [Epub ahead of print] Read the article here. View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

Dr. Steven Feit, a Boca Raton, Florida Prosthodontist, has been in practice since 1987, earned his DMD degree from UMDNJNJ Dental School, and completed his Prosthodontic specialty program at The Goldman School of Graduate Dentistry at Boston University. Dr. Feit is a member of numerous professional dental societies. He has researched cancer at Columbia Presbyterian Medical Center in NY and NJ Medical School. He has patents on instrumentation and is a former Assistant Clinical Professor of Prosthodontics and Biomaterials at the University of Medicine & Dentistry of NJ and a former Clinical Teaching fellow at The Goldman School of Graduate Dentistry at Boston University. Dr. Feit has been implementing the “Paddi Lund” style of “frontdeskless” dentistry, which is happiness centered, for the past several decades. Listen to this information-packed Financial Flossing episode and learn more about the importance of having an open mind in your practice.  ✅ Learn about Dr. Feit's experience as an expert witness in the dentist industry.  ✅ Understanding how systems run the business and people run the systems and systems is everything when it comes to success. ✅ You should be open-minded to doing things better and more efficiently.  ✅ The importance of taking care of your employees, so they feel appreciated.  ✅ Dr. Feit's advice if you are considering selling your business.  Connect: https://www.facebook.com/StevenFeitDMD/ https://www.linkedin.com/in/steven-feit/ Learn more about your ad choices. Visit megaphone.fm/adchoices

Dr. Amy Manderscheid describes her innovative Call Light Challenge teaching strategy to engage beginning students in clinical practice. She explains how students accrue points, how the point system is designed, outcomes  of this strategy, and adapting it for your own courses. 

Show notes at pharmacyjoe.com/episode747. In this episode, I'll discuss the 4 clinical teaching roles for residency preceptors. The post Episode 747: The 4 clinical teaching roles for preceptors appeared first on Pharmacy Joe.

Show notes at pharmacyjoe.com/episode747. In this episode, I ll discuss the 4 clinical teaching roles for residency preceptors. The post Episode 747: The 4 clinical teaching roles for preceptors appeared first on Pharmacy Joe.

In this episode of the HET Podcast, we welcome Jamie Dyson who discusses the topic of student loan debt and shares his perspective and potential solutions to address this problem.  Biography: Jamie Dyson, PT, DPT has been practicing acute care physical therapy for 30 years. His primary area of practice has been in the intensive care units specializing in trauma and burn care. He is a certified instructor for Advanced Burn Life Support as well as both an APTA Basic and Advanced Credentialed Clinical Instructor. He practices at HCA Lake Monroe Hospital. He is a Courtesy Assistant Clinical Professor with the University of Central Florida Doctorate of Physical Therapy Program; teaching cardiopulmonary, integumentary, pathology, pharmacology, and acute care physical therapy. Jamie received his BS in PT from Northeastern University, Boston, MA and completed his t-DPT through A.T. Still University. Dr. Dyson was awarded the Signe Brunnstrom Award for Excellence in Clinical Teaching in 2013, the FPTA Fred Rutan Award for Outstanding Service in 2017 and the APTA Lucy Blair service award in 2021. He is a member of the APTA Acute Care Practice Committee as well as a CAPTE Commissioner.  He is actively involved with the Florida Physical Therapy Association having served as Chapter President and currently as Delegate.

Lois @lois_lo_lo - lives in Luton, is a GP, Teaching lecturer in Medical Education and Equality, Diversity and Inclusion lead. She is passionate about running and staying active and sharing her enthusiasm for running with others.    She has always been interested in sports, playing netball and basketball competitively for many years. Running was always a reserve activity for her, something to do between seasons, when she felt guilty about her inactivity. This all changed after her second son, and a move to Luton. Not having the time to play netball, and balancing work with her young family, Lois initially began home HIIT workouts and circuit training, but frequent interruptions for nappy changes and feeds left her feeling unsatisfied.    She decided to go for a run one afternoon and was pleasantly surprised at how enjoyable and uninterrupted this session (or type) of exercise could be. She immediately swapped her home workouts for outdoor runs. These quickly increased infrequency and within a few months Lois was running 4-5km every day.    She hasn't looked back since, and except for a few days in 2019, and no missed days since March 2020, Lois has been running daily ever since. Most recently her #NoExcuses ethos was put to the test, during her last pregnancy.    Struggling with nausea and vomiting in the first trimester, ever changing bra sizes, and pubic-symphysis (pelvic) pain in the last trimester all meant that Lois relied heavily on the habit she had built up over the past 2 years to get her through her runs. She managed to continue to run throughout her pregnancy, and continues to run daily, including just 9 hours after delivery!   For Lois, running is more than just about the physical movement- it's become meditative, a tool of self-discipline, a reminder how incredible our bodies are, and continues to be her self-care time- a time when she can focus solely on herself.    New episodes of the Tough Girl Podcast go live every Tuesday and Thursday at 7am UK time - Make sure you hit the subscribe button so you don't miss out.    Throughout March the Tough Girl Podcast is being sponsored by Inov-8. Use TOUGHGIRL20 to get your 20% discount on all trainers and running gear.    Show Notes Who is Dr. Lois Having been involved in sports since a young age Being competitive in school Playing netball and basketball at university Enjoying team sports and being socially active Becoming a mum Spending time with her family and what she loves to do with them Pregnancy and giving birth to her youngest Running after having her first child Wanting to go out and move after birth Enjoying activities like running, netball and basketball Moving to Luton Exercising on her own after her second son Challenges and how she managed her time Giving time for herself Running regularly five months after her second childbirth Trying to be consistent and doing an early morning run "Being intentional is being consistent." Having no reason why she shouldn't run Not wanting to miss out on running for whatever reason Using a running app Being part of running clubs and communities Identifying herself as a runner Doing her best to keep up Benefits of running for her physically and psychologically Finding running as meditative Her thoughts about running with a baby Bad runs in her running journey Losing control of her body in the first trimester Getting back to running and enjoy it as her goal Quick Fire Questions Final words of advice Social Media   Instagram: @Lois_lo_lo https://www.instagram.com/lois_lo_lo/?hl=en    ***   The Tough Girl Podcast is being sponsored throughout March by @inov_8   Use TOUGHGIRL20 to get your 20% discount on all trainers and running gear.    You can still get involved with the #MarchDailyMile Challenge.    Website: www.toughgirlchallenges.com/marchdailymile  

Professor Prue Morgan is head of department at Monash University, Melbourne - Australia. She is a self professed yes person and expert in adults with cerebral palsy. We discuss her career journey, her passion for cerebral palsy and teaching philosophy.4:45 – Career path8:00 – Why cerebral palsy10:40 – Drop of in care for adults with CP11:50 – Filling the gaps in CP care13:00 – Keeping the passion14:20 – Neuroplastic potential vs compensate for success16:05 – key principles of working with CP18:30 – Team and importance of seating and positioning21:40 – Fatigue in CP23:30 – Barriers to participation in CP26:25 – Resources to assist CP knowledge for therapists30:15 – Prue's PhD34:00 – Transitioning into Academia35:30 – Teaching tips for successful student placements40:15 – Value of observation43:00 – Importance of feedback to grow and learn44:55 – Developing evaluation skills in students46:20 – Committee work and taking opportunitiesPrue's Monash Uni profilePrue's research output

Dr. Raquel Alvarado describes her new clinical teaching strategy that provides one-to-one feedback to beginning nursing students. The strategy includes multiple components, creating a positive learning experience for students.

In this episode our guest is Judith Horn, a physical therapist. She came by to chat with us, not about physical therapy but about vision loss! Judith shares her experience with losing part of her vision to a rare condition called Non-arteritic anterior ischemic optic neuropathy (NAION). We get to learn about her diagnosis, how she would have preferred to hear the news that her vision may not improve, what she knows now that she wishes she knew before, (hint: abnormal vision is never normal) and so much more. Tune in for a great conversation!About Judith Horn, PT DPT MS GCSJudith Horn is a licensed Physical Therapist. She earned her BSPT from Northeastern University (Boston), MS in Health Education from St Joseph's University (Philadelphia) and Clinical Doctorate in Physical Therapy from Drexel University (Philadelphia). Judith is a current American Board of PT Specialties Geriatric Clinical Specialist (GCS).Her professional career settings have included Acute Care, Wound Care, Outpatient Rehabilitation, Home Health and Academic appointments at Stockton University and Atlantic Cape Community College.As a Lifetime American Physical Therapy Association (APTA) member, Judith has published in peer reviewed journals and presented at APTA Combined Sections. She is a past recipient of the APTA NJ James Tucker Excellence in Clinical Teaching award and Drexel University's Leadership in PT Practice Award.Judith shares a love of golf with her husband Jeff and they try to spoil their six grandchildren whenever possible. Podcast Sponsor Info:The Good Health Candle Companywww.goodhealthcandle.com@goodhealthcandle on Instagram and FacebookThe Good Health Cafe Feedback Form & Subscribe to the mailing listhttps://www.thegoodhealthcafe.com/submit-your-question@thegoodhealthcafe on Instagram and Facebook

Would Socrates Have Actually Used the “Socratic Method” for Clinical Teaching? (Paywall) Editorial about “Pimping” in Medical Education [JAMA]

Listen to our newest episode of The Lebanese Physicians' Podcast with Drs. Eveline Hitti, Chair of the Department of Emergency Medicine at the American University of Beirut Medical Center, and Dr. Zakia Dimassi, Assistant Professor of Clinical Teaching, Simulation, and Pediatrics at Saint George University Hospital in Beirut. In this episode, we discuss with two leaders in their field the struggles that women face in their pursuit of their chosen career path and in reaching leadership positions. Overall, the path has been arduous in the past; however, more women are going into medical school, and more women are joining the academic and private workforce (although still avoiding certain surgical subspecialties) which with time will reverse some of the inequities. We hope you will enjoy this conversation, and please feel free to share your thoughts on the issues that were raised and maybe your struggles, and some potential solutions. You can watch it on YouTube: https://youtu.be/VTy0hBfcot4 You can also listen to it on Apple, Spotify, Pandora, and Google Play.  #womeninmedicine #lebanon #healthcare #medstudent

Dr Aovana Timmerman discusses dentistry in Australia w/ Dr Ackah and Dr Dumpert Dr Aovana Timmerman graduated with a Bachelor of Dental Science from the University of Melbourne in 2001. After completing her fellowship with the Royal Australasian College of Dental Surgeons (RACDS) in 2010, she continued with her specialist training in endodontics, obtaining a Doctorate of Clinical Dentistry in Endodontics, also from the University of Melbourne.In 2013, she was awarded the Australian and New Zealand Academy of Endodontics JM Booth award to attend the International Association of Dental Traumatology (IADT) Congress in Turkey. She has provided specialist endodontic services to Melbourne Dental Clinic, Plenty Valley Community Clinic and Endodontic Specialist Unit at the Royal Dental Hospital of Melbourne up to 2016 as part of her specialist training.Aovana has been involved in endodontic education since 2011 and was awarded the Graduate Certificate in Clinical Teaching in 2019. Currently, she is a clinical demonstrator for the Doctor of Dental Surgery Endodontic program at The University of Melbourne and examines dentists in the Membership (GDP) program for RACDS and Australian Dental Council.Aovana has been carrying out research related to Endodontics since 2013 at Melbourne University and has published in local and international peer-reviewed journals. She is currently a member of Australian Dental Association, RACDS and IADT. With an interest in languages, Aovana is fluent in Mandarin (Chinese).

Dr. Cristina Gonzalez, Professor of Medicine at the Albert Einstein College of Medicine, joins Innovators to talk about implicit bias in education and how schools can combat it when selecting and elevating students. In 2011, Dr. Gonzalez's leadership was recognized nationally through the Unified Leadership Training in Diversity Award from the Association of Chiefs and Leaders in General Internal Medicine. In 2016, Dr. Gonzalez was one of five educators selected as a Macy Faculty Scholar from the Josiah Macy Jr. Foundation. Dr. Gonzalez's work was also funded by the Amos Medical Faculty Development Program of the Robert Wood Johnson Foundation, making her only the second education researcher chosen as a scholar in that program's 30-year history. Dr. Cristina Gonzalez’s research interests focus on health disparities and advocacy education. Specifically, she focuses on undergraduate medical education both in the clinical realm and in the preclinical years, including teaching about health disparities and giving learners the tools to overcome health and health care disparities in their own clinical encounters and expose them to avenues of advocacy to help patient populations at large. In 2011 Dr. Gonzalez's leadership was recognized nationally through the Unified Leadership Training in Diversity Award from the Association of Chiefs and Leaders in General Internal Medicine. An active member of the Society of General Internal Medicine, she has contributed to the efforts of the Disparities Task Force and has served as Chair of Minorities in Medicine Interest Group since 2010. In 2011 she was named the Associate Director of the Institute of Community and Collaborative Health at Einstein, in recognition of her dedication to minority health and diversity enhancement in academic medicine. Most recently, she was selected as a Scholar in the Harold Amos Medical Faculty Development Program of the Robert Wood Johnson Foundation. This four-year award will enable her to continue to pursue her research in the instruction of recognition and management of implicit bias in clinical encounters. Dr. Gonzalez completed her medical education at the Albert Einstein College of Medicine, and her internal medicine residency at New York-Presbyterian Hospital- Weill Cornell Medical Center. In 2010 Dr. Gonzalez was awarded a Faculty Development Fellowship through Einstein’s Hispanic Center of Excellence, through which she earned a Master’s Degree in Medical Education in August of 2012. In 2011 she was selected for the Stanford Faculty Development Program and is now trained as a facilitator for Clinical Teaching seminars. Innovators is a podcast production of Harris Search.  *The views and opinions shared by the guests on Innovators do not necessarily reflect the views of the interviewee's institution or organization.*

Episode Notes Recorded 1/9/21 The Art of Pimping by Brancati (1989) Direct link: https://pdfhost.io/v/Qe1BxO3tl_brancati1989pdf.pdf https://jamanetwork.com/journals/jama/article-abstract/377862 Pimping: a tradition of gendered disempowerment by Chen and Priest (2019) https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1761-1 Medical Pimping Versus the Socratic Method of Teaching by Carlson (2016) https://www.joms.org/article/S0278-2391(16)30832-1/fulltext Socrates was not a pimp: changing the paradigm of questioning in medical education by Kost and Chen (2015) https://pubmed.ncbi.nlm.nih.gov/25099239/ Questioning Style and Pimping in Clinical Education: A Quantitative Score Derived from a Survey of Internal Medicine Teaching Faculty by McEvoy et al. (2018) https://www.tandfonline.com/doi/full/10.1080/10401334.2018.1481752 Would Socrates Have Actually Used the “Socratic Method” for Clinical Teaching? by Stoddard and O'Dell (2016) https://link.springer.com/article/10.1007/s11606-016-3722-2 You can email us at MandatoryWellnessSession@gmail.com Find out more at https://mandatory-wellness-session.pinecast.co

Elie Berbari, MD is a Professor of Medicine and Chair of the Division of Infectious Diseases at the Mayo Clinic in Rochester, MN. Dr. Berbari graduated from St. Joseph Medical School and completed his residency in Internal medicine from the State University of New York Health Science Center before joining Mayo for a Fellowship in Infectious Diseases. His primary area of research interest is osteoarticular infections specifically prosthetic joint infections. A passionate clinician educator, Dr. Berbari has consistently been awarded by the Department of Medicine at Mayo Clinic for Excellence in Clinical Teaching and was named Top Educator by the Internal Medicine Residency Program at the Mayo Clinic in 2014. The values that our parents embody and pass on to us when we're growing up have the ability to shape our lives. Lucky for Dr. Elie Berbari, his parents instilled in him the values of education, hard work, and persistence. Today, Dr. Berbari shares stories from his life: growing up during the civil war in Lebanon, getting shot when he was 12, losing both his parents in med school, moving to the United States to complete his residency -- all formidable challenges. It would have been easy for Dr. Berbari to give up at any of those points, but he persisted. Pearls of Wisdom: 1. Success comes from hard work plus persistence. Being a persister is key: don't stop in the face of challenges or failure. 2. A majority of residents around the country feel burned out. An antidote to burnout is to practice gratitude -- be grateful for what you have and express it -- and forgiveness -- don't hold a grudge against inequities. 3. Finding the right mentor is key to an effective mentoring relationship. Try finding someone who's different than you, and make sure it's someone you're comfortable speaking your mind with.

In this episode we interview Dr. Ijeoma Nnodim Opara. Dr. Opara received her medical degree from Wayne State University School of Medicine (WSUSOM) and completed a Med-Peds Residency at the Detroit Medical Center where she served as Chief Medical Resident. Currently, she is a double-board certified and an Assistant Professor of Internal Medicine and Pediatrics. She is the Associate Program Director of the Internal Medicine-Pediatrics residency, and attending physician with Wayne State University Physician Group.She is certified in Clinical Teaching by the Stanford Clinical Teaching Program and an inaugural fellow of the Academic Leadership Academy of Wayne State University. She is passionate about mentorship and medical education.She is the founding director of an innovative residency curriculum called “Health Equity and Justice in Medicine”, and co-founding director of Wayne State University Global Health Alliance program and co-created and co-directs the Global Urban Health & Equity curriculum . Her areas of academic interest are in health equity, justice, social and structural determinants of health, global health, and inter-professional education. She has a long history of leadership in service to the African immigrant and African American communities and co-founded Africans in Medicine, whose mission is to unite African medical professionals to further the health interests of Africans living on the continent and in the Diaspora. Dr. Opara is committed to activism, advocacy and clinical care for disenfranchised populations and works vehemently to uplift them. She is recipient of “Most Engaged Physician” award given by the Detroit Medical Center in recognition of her excellent track record in community service, collaboration, and advocacy. She has also received “Faculty of the Year” award. In this episode we discuss her immigration from Nigeria, her role as the Ada, the importance of relationships, and her passion for global health. This interview is great for anyone looking to learn about culture, community, and the health of the world. Questions we asked include: What was it like moving to the US and adjusting to a different culture? How has your culture affected how you look at leading others? How has being the Ada influence your leadership? What is your method of self-reflecting and personal growth? What would you tell someone who is looking to be a leader in global health in the future? Favorite books? Our favorite quotes: “I value relationships over efficiency” “Business becomes much richer when it’s grounded in a trusting relationship” “Hubris is always a risk” “Self-awareness is one of the most important traits of anybody” “Everybody is a leader… it’s just a question of if you have a title or role.” “When you see your sister hurting and you help her feel better, that is leadership” “You’re a leader way before you get the title” “[Representation] doesn’t just matter, it is everything” “It’s not weird to want what is right and to fight for justice.” “There is a lot that we can learn from the rest of the world” Book Suggestions: Caste by Isabele Wilkerson Stamped from the beginning by Ibram X. KendiBlack Detroit A People's History of Self-Determination by Herb BoydIf you enjoy what we're doing at Leading the Rounds, subscribe and give us a positive rating. You can also connect with us at leadingtherounds.com and on social media.

Hamasat Gheddaf Dam, DMD, Dr. Med.Dent.General & Cosmetic Dentistry|Dental ImplantsDr. Gheddaf Dam strongly believes in catering to each patient's needs by formulating a comprehensive treatment plan that will suit their individual requirements. Her broad training and vast experience in both the surgical and restorative/cosmetic aspects of Dentistry allow her to address in a multidisciplinary approach the patient's needs as a whole. Dr. Gheddaf Dam pursued her dental studies, Oral surgery, and Prosthodontics specialties at the University of Geneva, Switzerland. She then won a scholarship in Dental Implants and Bone Regeneration at Harvard School of Dental Medicine and obtained her DMD from Tufts University, School of Dental Medicine, where she currently holds the title of Assistant Professor. Dr. Gheddaf Dam is thoroughly engaged in academia and research and has lectured extensively Nationally and Internationally and published thoroughly in the field. She also holds the role of an ITI ( International Team of Implantology) Study Club Director, was elected a Fellow for the International Team of Implantology, and an Associate Fellow for the Greater New York Academy of Prosthodontics. Dr. Gheddaf Dam has also won the Dean's Award in Excellence in Clinical Teaching from Tufts University.Dr. Gheddaf Dam and her staff offer a multitude of services including but not limited to fillings, simple and complex extractions ( including wisdom teeth), dental implants and bone regeneration, cosmetic veneers, crowns, onlays, in-office and home bleaching, night guards, and sports guards, removable dentures, Invisalign. Dr. Gheddaf Dam is particularly familiar with full mouth rehabilitations resulting from hereditary dental anomalies. ​Dr. Gheddaf Dam enjoys traveling, pilates, drawing, and spending time with her husband and two daughters. https://www.linkedin.com/in/hamasat-gheddaf-dam-67a74235/https://www.prudential-dental.com/hamasat-gheddaf-dam https://www.instagram.com/prudentialdental/?hl=enhttps://www.facebook.com/prudentialdentalassociates/-------------------------------www.theinternationaldentist.comLinkedIn: www.linkedin.com/in/drgabrielalagrecaFB & IG @theinternationaldentist  

Ronald Witteles, MD, is a Professor of Cardiovascular Medicine, Co-Director of Stanford Amyloid Center and Program Director of the Internal Medicine Residency Training Program at Stanford University Medical Center where he directs the training of more than 140 physicians each year. Dr. Witteles completed his medical school from University of Chicago, his residency in internal medicine from Stanford, where he pursued a fellowship in cardiology. Dr. Witteles specializes in the treatment of patients with heart failure with a focus in treating amyloidosis, sarcoidosis and cardiac complications of cancer therapy. He has published extensively on these topics and his articles have been cited as one of the most important heart failure articles of the year multiple times. Dr. Witteles is the recipient of a number of honors and awards including David Rytand Award for Excellence in Clinical Teaching, and was recently recognized as the 2020 Program Director of the Year at Stanford University for his exceptional leadership of the program during COVID-19 response. It's not just the decisions we make that change the course of our lives. It's the people in our lives that influence those decisions. Today, Dr. Ronald Witteles shares with us the impact mentors have had on his own life and career decisions.  He reminds us that our training is time-bound: We can't wait around hoping serendipity will get us to where we want to go. We need to be proactive in seeking out mentors that will help us explore our interests and guide us as we explore new avenues in our journey. He shares with us the key characteristic of a great physician: the refusal to accept mediocrity and be willing to put in the time and effort to go beyond. Pearls of Wisdom: 1. Don't be afraid to spend time pursuing different activities - diversifying our time can add flavors of fulfillment to our life and create a safety net for us. 2. Mentorship is career defining. We need to be proactive in seeking mentors to really define the next stage of our career and get inspired. 3. 'Go beyond' - defining characteristic of a great doctor. It's a refusal to accept mediocrity.

John Ratelle, MD, is an Attending Physician in Hospital Medicine at Mayo Clinic and the Associate Program Director in the Internal Medicine Residency Program, where he focuses on systems-based practice. Dr. Ratelle has been extensively involved in resident education and mentorship from being a chief resident of his residency program to pursuing research in medical education, quality improvement and patient safety, and interprofessional teamwork. He has been recognized for Excellence in Clinical Teaching through many awards including Teacher of the Year in 2019 and the Laureate Award at Mayo. Dr. Ratelle is a member of the Gold Humanism Honor Society. No one wants to be the person in the room that just doesn't “get it”. But, if we're able to embrace our weaknesses—and use feedback as an impetus for growth and change—now we are in the growth mindset. Dr. John Ratelle encourages us to be willing to try, even if we fail. Today, we learn ‘to lean in' and embrace those activities that we shy away from. And have the willingness to be vulnerable and admit our limitations with our mentors. This will set the stage for exponential growth as physicians—and as human beings.   Pearls of Wisdom: 1. Develop a growth mindset. Be open to failure and use it as a stimulus for change. 2. Identify your area of weakness. Ask yourself tough questions “What is the hardest part of my day? What don't I look forward to? And what's my action plan for it?” 3. Be open and honest with your mentors. Know that this is something they will generally appreciate and embrace.

Meet Dr. Ryan Murphy, an internal medicine hospitalist, as he reflects on clinical teaching practices during the pandemic. In what capacity should medical students and residents be involved in the care of patients with Covid-19? How will he change his approach to bedside teaching? What impact has the pandemic had on the longitudinal course he leads at the medical school? And what does he mean by, "don't blame the learner"? Listen here to find out.

Universities across the country are adopting high-tech simulations to teach the next generation of healthcare professionals.Faithfully recreated hospital wards, complete with virtual patients that can talk, breathe and even vomit, have become the norm, and it's no gimmick – research is showing that it can be extremely valuable.David is joined by Associate Professor Michelle Kelly and Dr Zoe Bradfield from Curtin University's School of Nursing, Midwifery and Paramedicine to discuss the high-tech and surprisingly low-tech approaches to medical simulation.What kind of simulation are we talking about? [0.40]How can we use simulations to prepare students for the unexpected? [2.45]Simulations are human-like but they're not human. Is there a fear of students not learning to pick up on symptoms that are hard to simulate? [6.17]How do actors and roleplaying work in a classroom? [11.13]How does simulation work in regards to mental health education? [14.56]What advancements are on the horizon? [20.30]Learn moreSimulation in clinical teaching and learningJim the avatar brings student learning to lifeHealth simulations at CurtinGot any questions, or suggestions for future topics?Email thefutureof@curtin.edu.au. Curtin University supports academic freedom of speech. The views expressed in The Future Of podcast may not reflect those of the university. Music: OKAY by 13ounce Creative Commons — Attribution-ShareAlike 3.0 Unported — CC BY-SA 3.0 Music promoted by Audio Library You can read the full transcript for the episode here.

Allan and Rob talk about learning in the clinical environment.Main topics - The relationship mattersIntentionality in clinical conversationsWhat's the yield on your clinical questions?Some interesting papers - Eva, Kevin & Regehr, Glenn. (2008). “I'll never play professional football” and other fallacies of self-assessment. The Journal of continuing education in the health professions. 28. 14-9. 10.1002/chp.150. Eva, Kevin & Regehr Glenn. (2007). Knowing when to look it up: a new conception of self-assessment ability. Academic Medicine : Journal of the Association of American Medical Colleges. 2007 Oct;82(10 Suppl):S81-4. DOI: 10.1097/acm.0b013e31813e6755Debriefing with Good Judgment: Combining Rigorous Feedback with Genuine InquiryRudolph, Jenny W. et al. Anesthesiology Clinics, Volume 25, Issue 2, 361 - 376The show page is found here.

In this episode, Professor Steve Trumble (@SteveTrumble) from the Melbourne Medical School, University of Melbourne (Australia) talks about the challenging learner. We talk about what makes us perceive a learner as challenging, how we might help them, and we finish up with a practical strategy for the clinical educator.Steve’s biography can be found here (https://www.findanexpert.unimelb.edu.au/display/person18730)The online clinical supervision course produced by Professor Steve Trumble and the Department of Medical Education can be found here: https://go.unimelb.edu.au/oo96Subscribe now (go.unimelb.edu.au/z6xr) to receive new episodes as they are released. Tell us what you think via Twitter (@EXCITE_UOM) or email us and let us know who and what you would like to hear about in future episodes (mededsource-podcast@unimelb.edu.au).We acknowledge the Traditional Owners of the land on which we work, live and learn. We also pay our respects to Elders past, present and emerging.This podcast was presented by Brett Vaughan (@BrettVaughan4), and produced by Brett Vaughan and Michelle Curtis. Med Ed Source is a production of the Department of Medical Education at University of Melbourne, Australia. This episode was recorded on September 27th 2019. For more information, visit https://medicine.unimelb.edu.au/school-structure/medical-education. You can also find us on Twitter and Facebook. Med Ed Source is licenced under Creative Commons, Copyright 2017, the University of Melbourne.Music: Reach The Top by Shane Ivers - https://www.silvermansound.com

In this episode, Professor Steve Trumble from the Department of Medical Education at the Melbourne Medical School talks about coaching in the clinical learning environment. We talk about when coaching may be useful, the difference between coaching and mentoring, and how we can develop our coaching skills.For more information about Professor Trumble:Profile: http://go.unimelb.edu.au/7frrTwitter: @SteveTrumbleThe online clinical supervision course produced by Professor Trumble and the Department of Medical Education can be found here: go.unimelb.edu.au/oo96Subscribe now (go.unimelb.edu.au/z6xr) to receive new episodes as they are released. Tell us what you think via Twitter (@EXCITE_UOM) or email us and let us know who and what you would like to hear about in future episodes (mededsource-podcast@unimelb.edu.au).We acknowledge the Traditional Owners of the land on which we work, live and learn. We also pay our respects to Elders past, present and emerging.This podcast was presented by Brett Vaughan, and produced by Brett Vaughan and Michelle Curtis. Med Ed Source is a production of the Department of Medical Education at University of Melbourne, Australia. This episode was recorded on May 15th 2019. For more information, visit https://medicine.unimelb.edu.au/school-structure/medical-education. You can also find us on Twitter and Facebook. Med Ed Source is licenced under Creative Commons, Copyright 2017, the University of Melbourne.Music: Reach The Top by Shane Ivers - https://www.silvermansound.com

Show notes at pharmacyjoe.com/episode380. In this episode, I ll discuss the 4 clinical teaching roles for residency preceptors. The post 380: The 4 clinical teaching roles for preceptors appeared first on Pharmacy Joe.

We discuss how important it is to have control of our own narrative. We also discuss how cognitive psychology studies reveal that we notice things only when we purposefully focus our attention on looking for them.   We also look at what questions we are often asking ourselves, how our brain seeks to answer questions, and how we can utilize that to our advantage to ask more empowering questions to create better results in our lives.   References: The Monkey Business Illusion (video) https://www.youtube.com/watch?v=IGQmdoK_ZfY Book: Chris Chabris, Daniel Simons. The Invisible Gorilla: How our Intuitions Deceive Us.  Brancati FL. The art of pimping. JAMA. 1989;262(1):89–90. Stoddard HA, O'Dell DV. Would Socrates Have Actually Used the "Socratic Method" for Clinical Teaching?. J Gen Intern Med. 2016;31(9):1092-6. https://www.biography.com/people/socrates-9488126    

Max Valois and Jean-François Lanctôt are colleagues in the ED at Charles-LeMoyne Hospital and in the ICU at Verdun Hospital in Montréal, Québec, Canada. Max is Adjunct Professor at McGill University and Université de Montréal, and Associate Professor at Université de Sherbrooke. Jean-François is Adjunct Professor at McGill University, and Professor of Clinical Teaching at Université de Sherbrooke. They are founders and co-directors of the Echo-Guided Life Support course which teaches the use of ultrasound to quickly diagnose and manage the hypotensive patient. They talk life, loves and challenges..

In this episode: Jason has chosen today’s article to discuss how the ratio of teachers to learners is an important design factor. Length: 28:14 min.  Authors: Loewen PS, Gamble A, Legal M, Shah K, Tkachuk S, Zed PJ. Publication details: Learner-Preceptor Ratios for Practice-Based Learning Across Health Disciplines: A Systematic Review. Medical Education. 2016 Nov 23. [Epub ahead of print] Read the article here. View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

In this episode: Jason paper today continues the discussion of educational imprinting. Length: 16:45 min Authors: Ryskina KL, Dine CJ, Kim EJ, Bishop TF, Epstein AJ. Publication details: Effect of Attending Practice Style on Generic Medication Prescribing. Journal of General Internal Medicine. 2015 Sept;30 (9):1286-1293 PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

Episode 5 explores on the various methods of clinical teaching which includes ward/nursing rounds, role play, mentoring, and learning log/diary to name a few. Comprehensive features on bedside teaching will help students to improve their performance in conducting this method of teaching in their own clinical settings. Preceding that section, the teaching-learning process is demonstrated.

Episode 4 initiates the preparing of clinical teaching sessions with identifying the learning needs of patients and their family members. Prior to setting learning objectives, the students are provided with information of Bloom's Taxonomy of Learning Domains.

Episode 3 focuses on the principles of clinical teaching that includes the preceding assessment of learning needs of the learners - patients and their family members, students and staff. Preparation and planning for a clinical teaching is also highlighted prior to which teaching by role modelling is discussed. Finally, the benefits of giving and receiving effective feedback after each clinical session are mentioned.

Quality patient care is critically important not only to the patient receiving services and the family navigating the health care system to support their loved one; but it is also very important to the physicians, nurses and myriad of health care  providers who are dedicated to serving their patients. However, the complexity of managing and engaging in our health care system is all involved is chock-full of emotionally-driven conflict and escalated disputes. How can we engage in these conflicts constructively and collaboratively before they get to the courthouse? Our guest, Dr. Haavi Morreim, will share her wealth of experience in the health care industry. Listeners will learn how important it is for health care providers, hospital systems and families to work collaboratively together toward quality patient care and  will discuss communication strategies to support conflict management and resolution. Haavi Morreim, JD, PhD, is a Professor in the College of Medicine, University of Tennessee Health Science Center.  She does clinical teaching, consulting, and research, with special interests in conflict resolution,  health care's changing economics, and the litigation issues surrounding clinical medical research.  Dr. Morreim has authored two books and one hundred fifty articles in journals of law, medicine, and bioethics, and has presented hundreds of invited lectures nationally and internationally.  Dr. Morreim is also a licensed attorney and an active mediator for both civil and family litigation.  

Clinical based teaching tips to accompany F.A. Davis's Fundamentals of Nursing

Clinical based teaching tips to accompany F.A. Davis's Fundamentals of Nursing

Clinical based teaching tips to accompany F.A. Davis's Fundamentals of Nursing

Clinical based teaching tips to accompany F.A. Davis's Fundamentals of Nursing

Clinical based teaching tips to accompany F.A. Davis's Fundamentals of Nursing

Clinical based teaching tips to accompany F.A. Davis's Fundamentals of Nursing