Clinical Feedback

The authors Branch and Paranjape highlight two basic teaching methods used in clinical settings in their theoretical research paper. In this paper authors explore the distinctions between, and the potential impact of, feedback and reflection in clinical teaching. The authors discuss that clinicians do not appreciate the role of feedback as a fundamental clinical teaching tool. The three general categories of feedback described are Brief feedback, Formal feedback and major feedback. Feedback is the heart of medical education and plays an important role in training the students. Brief feedback needs to be given liberally, formal feedback should be given more often and major feedback should be given at the midpoint of every clinical rotation for

Thus reflection leads to the growth of the individual personally and emotionally. There is great need to use reflection in clinical teaching. Skills in medical facilities are needed to keep reflection on a higher level. The clinical teacher should work with the group in a way that is similar to that of a medical interviewer working with a patient who has psychological issues. Clinical teachers should encourage discussion that elaborates on a specific topic and takes it to a deeper level rather than having a discussion that raises many different topics. New trainees might take a critical patient encounter very seriously and it can affect them emotionally and psychologically. It seems that clinical teachers are not skilled in facilitating reflection and they don’t have enough time too (Smith et al., 1997). The authors suggest that clinical teachers need to understand the importance of reflection in educational theory and must master the skills of dealing with emotions for the better outcomes of training future

The evidence supports that good teaching improves clinical skills. The key objective of clinical teaching is to provide learners with knowledge, skills, and attitudes they will need to perform well in their future professional life (Litzelman et al., 1998). The literature reveals that evaluation’s primary function is the improvement of clinical teaching.

Preparing Physicians for the 21st Century

The literature discussed in this paper highlights the clinical teaching approaches to have an in-depth knowledge of the standards of clinical training delivered across medical institutions. What can be done to bring the knowledge, skills, and values that must be imparted by medical education to prepare exceptional physicians? With respect to advanced medical knowledge, the gaps between what we know about how different individuals learn and how medicine is currently taught at institutions can be corrected. Tremendous research work have been done in the field of cognitive psychology and several decades of research on clinical expertise have enhanced the understanding of physicians as they evaluate signs and symptoms, interpret diagnostic tests, review data to develop clinical assessments and patient care plans. These advancements in clinical teachings and learning to provide an opportunity to compare