| Post date: 2017/05/22 | 

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The aim of clinical teaching is to produce health care professionals who are Pioneers on disease prevention and health maintenance, problem solvers, committed to ethical principals and lifelong learners with well-developed metacognition skills. To achieve the goals of clinical teaching, effective clinical instructors, active adult learners, and well-structured teaching programmes are needed. It is important to remember that the ultimate purpose of all teaching/learning activities is optimal patient care. The patient is in the core, so all of the activities should address physical and psychological comfort of the patient.

Nowadays, there is a major shift towards outpatient management. The characteristics of inpatient care are obviously different from that of ambulatory setting. As the goal of clinical teaching is to cover the wide spectrum of patient care in ambulatory and hospital setting, both in-patient and out-patient clinical care should be considered. Hence, a holistic model is required to cover current social, educational, and health care needs. This model involves different aspects of clinical teaching such as:
Ambulatory Care Setting

Outpatient clinics can play a vital role to reduce the cost of clinical care. Providing clear learning outcomes, appropriate programme evaluation systems and timely students assessment programmes will improve the efficacy of clinical teaching in this setting. Ambulatory care provides an ideal opportunity for the student to be exposed to patients in their earlier stages of illness and gives them a chance to follow the evolution of patient problems over time. It can also promotes professional socialization in medical students and enables them to access the impact of illness on patients’ lives.


In-patient Care

Patient problem oriented ward round is a teaching method that covers some important goals of clinical teaching such as problem solving, and development of clinical decision making. The instructor can encourage active student participation in discussion, and stimulates them to search for new knowledge and skills.


Independent Learning

Structured clinical case studies and patient management problems allow the students to be exposed to a broad spectrum of patient problems systematically. These teaching/learning activities cover the existing gaps in the trainee's experience raised from the opportunistic nature of in-hospital clinical training. Meanwhile, the students recognize the need to develop lifelong learning skills and to monitor their own performance.


Reflective Practice

Recording and summarizing what has been learned enables the student to assess their own performance. In this way, well performed areas will be highlighted and through increasing confidence, the trainee will be more receptive to the less-performed areas. In addition, students recognize the need for further development.



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