Clinical Teaching Strategies

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Module Topics:

• Clinical Teaching Strategies
• Choosing Clinical Learning Assignments
• Clinical Learning Labs
• Using Clinical Resources Creatively

Learning Outcomes:

At the completion of this module, the student should be able to:

1. Describe the role of the faculty member in clinical teaching

2. Compare and contrast teaching strategies to facilitate student success in meeting learning outcomes in the clinical setting

3. Describe clinical teaching in learning labs and diverse settings

4. Identify three nontraditional strategies for promoting critical thinking:
   1. learning through writing
   2. collaborative and cooperative learning
   3. problem based learning
5. Design a guide for leading discussions in a clinical conference

Readings:

Billings and Halstead, Chapter 16

Gaberson and Oermann, Clinical Teaching, Chapters 3, 4, 5 (pp.56-64), 6, 7, 13, & 15
(See my note in Announcements on the Discussion Board)

McKeachie, 2002, Chapter 13 (p. 171, "The student log or journal")
(The three references above should be read prior to your clinical mentor interview.)

McKeachie, 2002, Chapter 4

McKeachie & Svinicki, 2006, Chapters 15, 16, 21

Gaberson and Oermann, "Clinical Conference and Discussion", Chapter 12

Learning Activities:

1. The strategies listed below offer some variety in teaching in either the classroom or clinical area. Each strategy offers an approach to active learning that can be applied to small groups of students like those that occur in a clinical conferences.

   • Problem Based Learning

   • Cooperative Learning

   • Team Learning

   • Group Discussion

   • Promoting Critical Thinking
      

2. Tour a clinical skills lab at a school near you. Inquire of the director how faculty could best use of this lab. What are the offerings of the clinical skills lab? Do the faculty need to accompany the student(s)? Does the lab offer remedial work for students?

Assignments:

1. Think about a clinical learning experience that you found to be very positive. Describe the experience and identify the aspects of the experience that made it a positive one. Consider the following questions as part of your review: How did you feel during and after the experience? What did you learn from the experience? What behavior of the clinical teacher/preceptor helped to make the experience a positive one? How were you evaluated? Include any other information that helps put the reader "in the experience with you". Also indicate if you think you could/would use the clinical teaching strategy in your own teaching. You may discuss this with anyone you choose.

       Share at the WebBoard by November 4

< Go To Discussion >

2. Discussion Guide
   
   Principles of group discussion to can be used to
   • introduce the topic
   • generate questions for discussion/facilitate discussion
   • summarize the discussion

McKeachie, Chapter 4, provides many practical examples for gaining participation in discussions and making progress on covering discussion objectives. Additionally, you need to consider the best setting and arrangements for leading this discussion.

Gaberson and Oermann, Chapter 12, offers information on using discussion as a learning strategy during clinical conferences.

Consider a hypothetical group of students in a clinical conference. Generate a discussion guide for your hypothetical students to assist in covering key points. What techniques can you use to stimulate critical thinking in the discussion?  A provocative discussion can stimulate argument, and that can stimulate critical thinking about a topic. You may want to use argument mapping as a technique.

Sample areas to consider in this discussion guide might be based on general concepts to promote student learning (i.e., they need to care about the topic, they need to be knowledgeable about the topic, and they need to be able to apply the skills related to the topic).

Remember to include the following points:

• Gain student interest: Why should we be interested in XX? What are the benefits of XX?
• Clarify the problem: What do we know about XX?
• Consider applications: What are some of the approaches to XX and What are examples of XX?
• Further questions for research on XX?

What strategies will you use:

• If there are non-participants?
• If there are discussion monopolizers?
• If people get their feelings hurt?
• If the discussion stalls?
• If you disagree with the direction the discussion takes?

Share your discussion guide and strategies to facilitate the discussion
at the WebBoard by November 11

< Go To Discussion >

Discussion Questions:

Share your positive clinical experience at the WebBoard by November 5 and the discussion guide by November 12

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