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"TEACHING PERSONNEL"
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Pocket Guide to Teaching for Clinical Instructors
The Pocket Guide to Teaching for Clinical Instructors, 3rd edition, provides a concise introduction to teaching. Written by experienced medical educators from the Advanced Life Support Group and Resuscitation Council (UK), this best-selling guide gives comprehensive and practical advice on the most effective teaching methods. Pocket Guide to Teaching for Clinical Instructors covers basic principles and practical aspects of teaching in a variety of modalities. This edition includes material which reflects current developments within instructor courses and includes new material on feedback, an awareness of non-technical skills, the teaching of teams and supporting learners. This book is essential reading for anyone interested in teaching doctors and healthcare professionals in any context. It is aimed at the relative newcomer to the teaching role in all its variety and provides essential, practical advice as to how to get the best out of learners.
eBook
Supervision in clinical practice : a practitioner's guide
Since the publication of the first two editions, health and social care organisations have become increasingly risk averse, resources more strained, and moves have been made towards stifling levels of clinical governance. In this edition Joyce Scaife counters the idea of supervision as a constraint and challenges some of the thinking associated with 'evidence-based' practice when this focuses on what can be easily measured rather than what matters.
Book
Cross sectional study of Twitter
Twitter (recently renamed X) is used by academic anesthesiology departments as a social media platform for various purposes. We hypothesized that Twitter (X) use would be prevalent among academic anesthesiology departments and that the number of tweets would vary by region, physician faculty size, and National Institutes of Health (NIH) research funding rank. We performed a descriptive study of Twitter (X) use by academic anesthesiology departments (i.e. those with a residency program) in 2022. Original tweets were collected using a Twitter (X) analytics tool. Summary statistics were reported for tweet number and content. The median number of tweets was compared after stratifying by region, physician faculty size, and NIH funding rank. Among 166 academic anesthesiology departments, there were 73 (44.0%) that had a Twitter (X) account in 2022. There were 3,578 original tweets during the study period and the median number of tweets per department was 21 (25th-75th = 0, 75) with most tweets (55.8%) announcing general departmental news and a smaller number highlighting social events (12.5%), research (11.1%), recruiting (7.1%), DEI activities (5.2%), and trainee experiences (4.1%). There was no significant difference in the median number of tweets by region (P = 0.81). The median number of tweets differed significantly by physician faculty size (P<0.001) with larger departments tweeting more and also by NIH funding rank (P = 0.005) with highly funded departments tweeting more. In 2022, we found that less than half of academic anesthesiology departments had a Twitter (X) account, and the median number of annual tweets per account was relatively low. Overall, Twitter (X) use was less common than anticipated among academic anesthesiology departments and most tweets focused on promotion of departmental activities or individual faculty. There may be opportunities for more widespread and effective use of Twitter (X) by academic anesthesiology departments including education about anesthesiology as a specialty.
Journal Article
Educating health professionals : becoming a university teacher
This book is for health professionals who are becoming involved in the education of people entering their professions. It introduces many of the challenges that educators must engage with in the twenty-first century; challenges that will preoccupy our attention for many years to come. The world of professional practice in healthcare is changing and the education we provide to prepare people for that practice is also changing. How do we prepare professional practitioners for this changing world? How do we prepare them for the changes that are yet to come? What challenges and changes do they need to be aware of? How do we prepare educators both academics and workplace educators for these challenges? This volume opens up and articulates the issues we face in preparing people to enter the contemporary world of healthcare. Experienced educators should also find much of interest in these pages. Practice-based education provides an overarching framework for consideration of the issues involved. There are five sections in the book: - Section 1: Introduction - Section 2: Health Professional Education in Context - Section 3: Teaching and Research - Section 4: Case Studies - Section 5: Future Directions.
Book
