I felt nervous at the beginning of teaching the skill, due to the importance of the OSCE, but I began to relax because I had prepared for the assigned skill and the key points I had written allowed me to structure the teaching session. Additionally, having been the junior student in a previous OSCE teaching session gave me some insight into what to expect.
I preferred that it was a discussion OSCE and not a demonstration OSCE, under exam conditions, because I was just focused on one aspect of teaching and not worrying about making a mistake on the demonstration. This allowed me to be fairly effective in my teaching, as indicated by the student answering the question I asked correctly.
For the planning of the teaching session I used aims, which Quinn and Hughes (2007) advises helps the person being taught understand the purpose of the session, and objectives due to them acting as a framework (Howard, 2004) and providing structure to the teaching session (Dean & Kenworthy, 2000).
This allowed me to organise my teaching session in a logical sequence and was a strength when preparing my key points due to it giving me a series of cues to remember, write down and guide me in the teaching session and minimise the chance of forgetting a vital part of the session ...
... middle of paper ...
...s through asking the learner regular questions to confirm they have understood the information by repeating it back (Sully and Dallas, 2010). Additionally, to ensure understanding I would recap important points, due to Quinn and Hughes (2007) advising that it helps the learner retain information longer through being exposed to the information more than once.
Through the critical analysis of how I taught a junior student in my recent OSCE teaching session I identified that I felt nervous in the session but overall I felt that my teaching was effective. The areas of strength identified included the uses of aims and objectives in planning and creating an effective learning environment and areas of weakness that I will need to develop in future include confirming understanding and tailoring the content more effectively to the learner’s level of knowledge.
Need Writing Help?
Get feedback on grammar, clarity, concision and logic instantly.Check your paper »
- 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.... [tags: Clinical Fellow, Teaching Portfolio]
3592 words (10.3 pages)
- Core Competencies In the clinical setting there are clinical and non-clinical advanced roles. A clinical advanced nursing role is one that involves direct patient care. An example of this is a nurse practitioner who provides treatment to patients and medical testing. A non-clinical advanced nursing role is one that does not provide direct care to the patients. Examples of this include nurse educators and nurse administrators who do not provide direct treatment to the patients. Both the clinical and non-clinical advanced roles have core competencies specific to their specialties.... [tags: clinical advanced roles, nursing]
857 words (2.4 pages)
- Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.... [tags: clinical skills, nursing, teaching]
797 words (2.3 pages)
- Oculomotor (III), trochlear (IV), Abducens (VI) cranial nerves Although each of these nerves control separate extraocular muscles, they are normally examined together due to their close functional interrelationships. • Look Similar to other cranial nerve examination, start with inspection of the eyes. Look at - The position of the head position: If diplopia is present, the head turned or tilted to minimize double vision. - Inspect for ptosis and eye position. - Ask the child to look at an object about five feet away.... [tags: Pediatric Examination]
2284 words (6.5 pages)
- Because central venous catheters (CVCs), which are catheters inserted through a major vein with the tip resting near the heart, serve many purposes such as medication administration, parenteral nutrition, fluid therapy and central venous pressure measurement, their use has become increasingly common in the intensive care unit (ICU) (Polderman & Girbes, 2002). However, CVC use is associated with an increased risk for hospital-acquired infections (McLaws, Gold, King, Irwig, & Berry, 1988), with those in situ for more than six days contributing to increased infection rates compared to those in place for five days or less (McLaws & Taylor, 2003).... [tags: Clinical Practice Guidelines]
2788 words (8 pages)
- DIAGNOSIS AND ANCILLARY TESTING Psychophysical abnormalities are commonly found in diabetic patients and they manifest as poor night vision (dark adaptation) and poor recovery from bright lights (photo stress) . Color vision also suffers alterations in patients with diabetes ,blue-yellow discrimination being affected earlier than red-green discrimination. Clinical examination should include best corrected visual acuity, slit-lamp examination to detect iris neovascularization, intraocular pressure because of the increased risk of glaucoma, gonioscopy to rule out angle neovascularization and fundus examination following pupillary dilatation to assess the severity of DR.... [tags: diabetes, clinical examination, glucose]
980 words (2.8 pages)
- INTRODUCTION: According to Kessler et al. (1994) about 17% of people are likely to experience some kind of depression at some point in their lives. Another figure is: around 2.6 million people in England suffered from depression in 2006 (Thomas and Morris. 2003). Brown (2001) even suggests that by 2020 depression will become the second most common disease. All these alarming figures lead to the question of what depression exactly is and how to asses and treat it. In the DSM-IV depression is defined by meeting five or more of the following symptoms in a two-week period representing a change in previous functioning: (1)significant weigh loss / gain (2)insomnia / hypersomnia (3)psychomotor ag... [tags: Clinical Psychology]
817 words (2.3 pages)
- The gold standard for a clinical trial design is the inclusion of a control. A control could be a placebo, active or no treatment. Clinicians use controls in order to give more power for their studies. A placebo control is a vehicle without the active ingredient. The main purpose of using a placebo in clinical trials is to differentiate the background noise from the actual effect of the treatment drug. Regulatory agencies prefer or favor trials that use controls such as placebo since the data obtained will be clear and non-ambiguous .... [tags: control, clinical trial, ]
1532 words (4.4 pages)
- Utilising John’s model of structured reflection I will reflect on the care I instigated to a patient with complex needs. The patient in question was admitted to the Emergency Assessment Unit for surgical patients then transferred to the ward where I work as a staff nurse. The patient in question was admitted with suspected pancreatitis. This piece of reflection will pay particular attention to the care I gave the patient in the form of instigating admission documentation, assessing their condition, instigating care plans and administration of any medications required.... [tags: Reflective Practice in Nursing]
2460 words (7 pages)
- Nurses are primarily responsible for the diagnosis and treatment of diverse populations; however, there are different nursing career paths beyond these traditional functions. A clinical research nurse (CRN) conducts scientific research within the context of modern medicine. Medical research consists involves the study of diseases, and the creation of new treatments or drug to treat them. Clinical research nurses may contribute to these innovations in various ways. For instance, they might work for universities, pharmaceutical companies, government agencies, or private research firms.... [tags: Clinical Research Nursing Career]
976 words (2.8 pages)