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emotional intelligence in education
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Structured Portfolio Assignment
Prepare a structured portfolio relating to your teaching activities over a minimum of a 3 month period.
Introduction
This is a portfolio of the teaching activities I undertake as a Teaching Fellow. I will be reflecting on my activities and discussing the principles that I have tried to use to guide my teaching. I am a clinical teaching fellow in Medicine and I am involved with teaching undergraduate medical students. I am also involved with the examination of medical students at different stages of their study. This takes place in a variety of settings like bedside teaching, tutorials, lectures, mock examinations. I will include evidence of the different aspects of teaching I am involved with.
I feel privileged to be involved in training medical students to become doctors and it is therefore my responsibility to make every effort to develop the skills needed to become a competent teacher. These skills according to the General Medical Council’s document Tomorrow’s Doctors(2009) involve using emotional intelligence when teaching the students, and teaching them with an awareness of what the curriculum objectives are.
Background of My Teaching Role as a Clinical Teaching Fellow
My teaching experience prior to my job as a teaching fellow was limited to impromptu bedside teaching of house-officers and medical students. However, when I was a medical student, I was involved in giving tutorials as well as organising revision sessions for my fellow students.
Currently, I work as a Clinical Teaching Fellow, where medical students from the University at various levels of their training come for their clinical posting. The Medical school has a graduate entry programme for Medicine and therefore...
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...ence. London: Routledge.
Okuda, Y., Bryson, E. O., DeMaria, S., Jacobson, L., Quinones, J., Shen, B. & Levine, A. I. (2009) The Utility of Simulation in Medical Education: What Is the Evidence? Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine. 76: 330–343.
Pratt, D. (2002) Good Teaching: One Size Fits All? New Directions for Adult and Continuing Education. 2002(93): 5–16.
Purcell N & Lloyd-Jones G. (2003) Standards for medical educators. Med Ed 37: 149–54.
Sutkin, G., Wagner, E., Harris, I. & Schiffer, R. (2008) what makes a good clinical teacher in medicine? A review of the Literature. Academic Medicine. 83(5), May 2008.
Yeates, P. J. A., Stewart, J., Barton, J. R. (2008) What can we expect of clinical teachers? Establishing consensus on applicable skills, attitudes and practices. Medical Education. 42:134-142.
“We look for medicine to be an orderly field of knowledge and procedure. But it is not. It is an imperfect science, an enterprise of constantly changing knowledge, uncertain information, fallible individuals, and at the same time lives on the line.” There is more to being a great physician than having intellect, clinical experience, and competence in the medical field. A doctor must be daring and genuinely driven to positively impact a patient’s life. A doctor needs stand tall, even in the face of uncertainty.
Most doctors agree that the dehumanization in the clinical setting can lead to the loss of a patient because of the lack of respect they are given. That is a great incentive for doctors to try to get to know their patients and make them feel as comfortable as possible. When a patient attends a teaching hospital where aspiring doctors exam patients in groups, there is no real reward for them learning personal information about the patient. They will move on to start their own practice and probably never see the patient again. However, just because the patients are at a teaching hospital does not make them any less important, so how can medical school programs promote patient-physician relationships when the physician has nothing to gain?
My experiences with the poor healthcare systems and the AIDS epidemic in Nigeria motivates the desire to advocate for HIV and AIDS in developing countries and to educate the rural public on ways to advance the eradication of this disease while still preserving their cultures and traditions. One of my most rewarding accomplishments as an undergraduate student has been tutoring my peers in physics, chemistry, statistics and mathematics. Working with the nontraditional students particularly taught to pay attention to the personal needs of my students while implementing interesting mediums to encourage independent learning. After being awarded “Most Likely for Students to Book another Appointment With”, I became more confident in my teaching abilities and hope to incorporate it into my practice of medicine by educating my patients and the public on the prevention and management of
Factors that may affect the perceived effectiveness of the leadership styles in clinical teaching may extend to leaders’ mentorship abilities and the pupils’ learning styles. This may include utilising inappropriate pedagogical or andragogical frameworks that are not conducive to the student nurse. Research suggests that most clinical educators will revert to previous educational forms, and will utilise pedagogical theory, inclusive of quizzes etc., which are considered too behaviourist for the contemporary nursing student, whom may require andragogical approaches which provide student-focused methods, and is considered an effective framework in nursing education (McKee & Billman, 2011). Additionally, this may extend to utilising didactic direction, Socratic methods or heuristic models that do not adhere to the students’ learning styles (Eniko, 2013) or needs and neglect to maximise the engagement or comprehension of the pupil (DaRosa, et al.,
Across the nation many nursing programs are facing clinical site shortages for their students. The hardest hit population is the license vocational nursing (LVN) students. Many hospitals are trending toward achieving “Magnet Status” for their institutions. Therefore, LVN students are no longer allowed to complete their clinical training in several hospitals. This action forces many nursing programs to seek alternative methods of clinical instruction. In years past simulation training was used as an aid to facilitate learning. Today, for many nursing programs scenario based simulation is the only option for learning patient care.
Okuda, Y., Bryson, E. O., DeMaria Jr., S., Jacobson, L., Shen, B., Levine, A. I., & Quinones, J. (2009). The utility of simulation in medical education: What is the evidence? Mount Sinai Journal of Medicine, 76(4), 330-343.
To improve my understanding of maintaining my capability for practice as a RN, I set a goal to learn in depth from my classes, related units, and through interacting with my friends and tutors. There were many setbacks on the way, but as I became more acquainted with the matter I began understanding better. In this reflection I’ll use Gibbs reflective cycle (Gibbs, 1988) to address my experiences as a student nurse in fulfilling the maintenance and capability for practice. Description Through tutorials, lectures and simulation classes every semester, our practice is enhanced and maintained so that the skills and knowledge we learnt is always nurtured while new ones are gained.
Being reliable, respectful, and competent working as a medical professional understanding the job, and performing it at high standards. Medical professionals
Bedi, A. (2004). An andragogical approach to teaching styles. Education For Primary Care, 15(1), 93-97
Some administrators use clinical supervision or peer coaching to determine from which it is obtain the most feedback and some other uses this methods or the combination of both (Hooker, 2014). It is important the comparison of both methods in order to identify the benefits of each. The clinical supervision includes a developmental evaluation that is meant to assist and improve the instruction of teachers (Glickman, et al., 2010). It is necessary to do a preconference, lesson observation, analysis of the information and interpret the teaching observed, and a post conference to determine the effectiveness of the process. In the clinical supervision are steps to follow: first, during the preconference the administrator and teacher identify the process, purpose or reason of the ob...
Even though EM is a highly attractive specialty, according to my experiences, the service pressures and budgetary constraints are real and I feel that junior doctors in EM don’t get structured and supervised teaching on the shop floor. We have teaching programme for junior doctors where once a week they get lectures on various topics covering their curriculum. This type of traditional teaching in the form of lectures or skill stations in the emergency department is particularly unsatisfying and unproductive for adult learners. (Kilroy, 2004)
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
The adage of the adage Becoming an expert teacher (Part one). Journal of Staff Development, 19(1). Kramer, P. A. & Co. Posted in 2003, Fall. The ABCs of professionalism. Kappa Delta Pi Recordings.
Knowledge is continuously derived and analyzed from the experience of learners validating the truism that experience is the best teacher (Kolb, 1984). The aim of this module was to assist international students improve their communication skills which is key to a successful medical practice. This essay examines my journey through the module, sums up my experience and highlights its relevance to my career.
I started to explore the different fields of medicine by working as a Medical Scribe in the Emergency Department, ER tech in Trauma Centers, getting involved in research, volunteering at hospitals and taking high level science classes. This will enhance my knowledge and experience i...