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ERIC Number: ED201277
Record Type: RIE
Publication Date: 1981-Apr
Pages: 25
Abstractor: N/A
Reference Count: 0
Improving Teaching in the Clinical Area.
Cranton, P. A.; Patel, V.
The nature of the clinical teaching and learning process in three disciplines of a clinical clerkship program was examined. The nature of student learning, the organization of students' time, and the role of various individuals were investigated across the disciplines, and the relationships among the various types of learning were explored. Emphasis was directed to evaluation techniques for both instruction and for student learning. The first study phase involved the development and validation of instruments for assessing clinical teaching and learning. The second phase examined one clinical program and the effect of instructional variables on clinical competence. A total of 160 senior medical students were randomly assigned to three hospitals over a 12-month period. The learning environment (time organization, role of instructors, and student and faculty attitudes) and students' clinical competence in the following three domains were evaluated: cognitive (factual knowledge, problem solving), psychomotor (clinical skill, interpersonal skill) and affective (attitude toward health care). In general, it was confirmed that the clinical teaching process is a complex one and that neither clinical teaching nor clinical competence can be studied as units in themselves. The clinical clerkship program in medical education involves study in distinct disciplines and the attainment of types of skills and knowledge that are somewhat independent. It was found that the disciplines in the clerkship program clearly facilitate different types of learning. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).