Part-A
Reflection on planning, teaching and support learning
For this article we will focus on learning practices in medical education. There are several factors that influence the learning practices of students. Teaching plays an important role in the clinical education by supporting the learning habits and taking regular feedbacks. Teaching by experienced experts allows students to develop their diagnostics skills and appropriate attitude (K1) (Judd & Elliott, 2017). The teachers for medical students monitor their quality of exposure and plan their interventions. In my opinion, for clinical students teaching is all about practising their knowledge in clinical centres and hospitals that offer them exposure and learn about different practices by taking part in practical knowledge (Judd & Elliott, 2017). The quality of teaching is evaluated regularly so that skill sets are improved.
(K2) Training is a part of plan in teaching for medical student is important as it offers them early exposure; it offers them several benefits like improving relationships with patients and integrating the learning into practical knowledge and its offers unique opportunity for students. For clinical students it is planned briefly by analysing the skills of the students and then planning where and how the knowledge gained by student can be used practically. The teaching practices involve guiding students by experienced expertise that are willing to share their experience so that practical knowledge is shared (V4) (Nagji, Leslie, Wong, Myhre, Young & Chan, 2017). Teacher also share real life example of the situation where they implemented their knowledge to save someone’s life. For medical students it is very important to learn from real life practices as it will improve their knowledge. In the planning students are made familiar about all the practices (Nagji, Leslie, Wong, Myhre, Young & Chan, 2017). Sharing these early experiences by the expert helps in improving the motivation and confidence among students (V2).
(K4) The teaching of clinical practices is important as it develop opportunities for students to integrated their knowledge and value of patient centred services (Rodríguez, Bélanger, Nugus, Boillat, Dove, Steinert & Lalla, 2019). One of the teaching practices includes making students familiar about all the clinical settings so that they can enrol to all the medical services (Ramnanan & Pound, 2017). Prior planning and teaching is important for medical students so that they are exposed to all medical services. Clinical teaching is offered to students at care centres, community centres and nursery homes. Teaching support students to remain updated about all the practices related to medicines and disease pattern (Rodríguez, Bélanger, Nugus, Boillat, Dove, Steinert & Lalla, 2019). Health care delivery system practices are introduced by the teachers to make students aware about new technologies that are used in the health care’s sector along with the diseases that are affecting people (V4) (Rodríguez, Bélanger, Nugus, Boillat, Dove, Steinert & Lalla, 2019). Teaching has allowed students to learn about advanced technology and manage all clinical opportunities.
(K3) One part of teaching medical statement is offering experiences that will add in the learning value by understanding the symptoms, conditions, procedures and other opportunities (Gal, Rubio, Iglesias & González, 2018). Students while already having past experience gain confidence while actually practising the knowledge. Learning and teaching to clinical student exposes them to learn variety of experiences so that they get prepared to tackle common problems (V2). Teaching practices in medical line is unpredictable as it is completely dependent on the availability of clinical practices (Kennedy, Haq, Ferns, Williams & Okorie, 2019). In the planning phase a document is prepared of all the diverse cases so that this documentation can be used at times of emergency so that clinical education could be used to enhance knowledge(V1) (Gal, Rubio, Iglesias & González, 2018).
(K2) The interaction at learning environment offers clinical experience to students where they can develop learning by diagnosing several cases that will help in integration their several sets of skills. Thus, from my opinion I would recommended that every student before practising their live experiences they should be taught by some senior advisers, it will help them gain knowledge from the experienced one (Kennedy, Haq, Ferns, Williams & Okorie, 2019). Seniors at the clinical services help in guiding the student by sharing tips and experiences to the student, these guidelines help them to gain knowledge and use this knowledge at time of emergency (V2) (Ma, et. al, 2018).
(K3) In the planning phase it is planned that to enhance student learning they should be exposed to clinical cases as they learn right authentication circumstances and understand how to manage the role effectively (Ma, et. al, 2018). In teaching sessions students are trained by specialists from several fields so that they gain practical awareness about the diseases and their harmful effects. Also, students are made aware about the latest technologies that need to be used while offering treatment to the patients (Hamza, Inam-Ul-Haq, Nadir & Mehmood, 2018).
(K2) The active training is offered to the learners that will help in improving overall working motivation and will also improve their communication capabilities while interacting with the patients and staff (Hamza, Inam-Ul-Haq, Nadir & Mehmood, 2018). As learning for the medical students involve understanding of basis terms so that they can convey the correct information to others.
In the planning phase, fix time slots are allocated to students so that they can maximum their learning opportunities (Lufler, Lazarus & Stefanik, 2020). It is observed that while practising their experiencing student are not aware about ethical aspects and rights of patients, thus to decrease the exposure of patients it is very important to make students in their learning phase to develop knowledge about patient’s rights and all ethical aspects (Yeung, Friesen, Farr, Law & Albert, 2017).
(K6) One of the latest innovative concepts organised for the learning of students is introducing longitudinal clerkship that aims in minimizing the issue faced by the students due to poor exposure of medical students to gain practical knowledge. This LIC offers continuous medical education to the student (Yeung, Friesen, Farr, Law & Albert, 2017). This approach allows students to practice their knowledge continuous and remain updated about all the latest medical facilities used in the market (Lufler, Lazarus & Stefanik, 2020). This approach also supports mentor motoring from seniors that will help in improving the professionalism.
(K5) Support learning for student sin gained from clinical teachers that play an important role in creating a learning environment for students. In support learning students are involved to work with the experts so that they can learn ways to manage patients (Lufler, Lazarus & Stefanik, 2020). In the teaching skills the two important communication skills that are followed for medical students is offering feedback for their by giving a proper explanation and the other way is asking them questions so that they learn to analyse the situation and act accordingly (Kendall, Collett, de Iongh, Forrest & Kelly, 2018). Teaching practices are tracked by several tools so that there is scope of improvement, all the wrong moves are corrected and measured so that accurate result takes place.
(K5) One of the strategies developed to improve the learning practice is SNAPPS, in this students are taught in a step by step process, the first step is identifying all the past record about the student so that plan can be designed by considering past experience and knowledge. The second step is narrowing the possibilities where improvement is possible and then working towards it (Veloso, Pereira, Vasconcelos, Senger & de Faria, 2019). The third step is differentiating between the possibilities and the scope of learning this creates a motivation among learners to improve their knowledge. The last step is offering them a platform to improve their knowledge by working some experts (Veloso, Pereira, Vasconcelos, Senger & de Faria, 2019). It will help students to improve their knowledge by working in a practical environment. The goal of this strategy is to improve clinical skills among students and also gaining knowledge about clinical environment. But this strategy helps an individual to emphasis on self-learning.
(K3) The teaching practices for clinical students should involve students with the patients so that they can get the medical education deeply. In the learning course they have allowed students to get an exposure of their knowledge by participating in clinical teaching practices. These practices will help students to gain knowledge by observing real life cases, it will help student to deal with the patients, understanding clinical rules and authorised rights (Fan, Radford & Fabian, 2016). Practical knowledge will help them gain interest and optimize their learning opportunities. The active training is offered to the learners that will help in improving overall working motivation and will also improve their communication capabilities while interacting with the patients and staff (Fan, Radford & Fabian, 2016).
Thus, from the analysis I would recommend that planning and teaching practices for medical students, it is suggested that all the undergraduates should be offered training to learn about clinical practices and develop an attitude to work with appropriate clinical skills. Teachers are made available for the students so that they can maximize their learning skill (Chase, et. al, 2018). In the learning practice all the students are offered feedback so that they get an area for improvement. Teaching practices are tracked by several tools so that there is scope of improvement, all the wrong moves are corrected and measured so that accurate result takes place (V4).
Part-B
On-going professional development in planning and teaching practice
According to (Cho, Marjadi, Langendyk & Hu, 2017), the new way of planning and teaching practice for medical student is offering experimental learning that allow students to learn and gain knowledge on the basis of experience. The experimental learning model is based several steps, first is setting the clinical skills among students through course learning and then examining the problems of patients so that detail knowledge of the problem is found (Cho, Marjadi, Langendyk & Hu, 2017). The next step described was planning the treatments according the symptoms observed in patients; the planning phase is carried out by the knowledge gained from observing the current health conditions of the patients. After the planning phase, student’s further focus on supervising the patient by implementing the entire practical and skills and knowledge gained so far (Demirören, Turan & Öztuna, 2016). This approach allow student to take care of patients directly by just under the supervision of experts, the teachers are not present with the student every time, they just check their practices in regular period of time. Author in the article explained the implantation of this theory with an example, considering a case of third year medical students doing course in medicals in the field of musculoskeletal problem (Demirören, Turan & Öztuna, 2016). The first in the experimental leaning cycle they will do is brainstorm about all the relevant symptoms observed in the patients and the next step of the theory is interacting with the patient so that one becomes more aware their issues and concerns (Boni, Paiva, De Oliveira, Lucchetti, Fregnani & Paiva, 2018). The next step is experiencing all the practical knowledge and skills gained in the treatment of patients. After experimenting come the reflection phase where feedbacks are discussed and the area of improvement is improved (Boni, Paiva, De Oliveira, Lucchetti, Fregnani & Paiva, 2018). This approach allows students to gain practically knowledge by working in an environment that offers them real life knowledge. This teaching practice will help in improving confidence and motivation among students.
In the views of (Billett & Sweet, 2019), the new and advanced planning and teaching plan that is followed for medical student’s is making them learn new skills by a facilitator. This approach is new and quiet productive in terms of knowledge. This approach allows continuous learning from the experience of mentor and help student’s developing confidence in their practices while observing their mentors at work (Billett & Sweet, 2019). Facilitators support in creating a learning environment for the student as they engage student’s in every stage of the process. It allows students to work in a closure environment where they get an opportunity to understand the issues deeply so that appropriate link could be established between learning plan and experimental plan (Billett & Sweet, 2019). Apart from that, learning under the guidelines help in adopting right practices and offers proper learning time to student to study each stage closely by allowing them to understand the proper norms.
In the opinion of (Beck, et. al, 2016), the new and advanced learning and teaching practices for medical student’s in sharing them knowledge in an advanced format by allowing them to learn via video notes and lectures. It makes their learning easy and faster and also offers clear visibility at things (Beck, et. al, 2016). This practice allows students to learning personally by just getting knowledge from professions and then reviewing the knowledge delivered by the professors to strengthening the overall learning.
According to (Acholonu, Cook, Roswell & Greene, 2017), the best way to implement teaching and learning practices is by building a teacher and trainee relationship, this relation allow students to get motivated and encouraged by their knowledge. It also helps them to learn good communication practice and get a strong commitment practice (Acholonu, Cook, Roswell & Greene, 2017). This practise allows students to gain knowledge about assessment of tools and ability to access the, Medical knowledge is nothing without practical knowledge and it is leaned by being in a guidance of someone (Acholonu, Cook, Roswell & Greene, 2017). Thus, teachers should create awareness of all the practices that allow students to treat patients fairly.
In the views of (Kennedy, Haq, Ferns, Williams & Okorie, 2019), Kolbmodel is used to explain the process of learning, the first step is active experimentation that is all about planning the learning as per the experience, the next step after active experimentation is concrete experience is practising the learning to gain experience, the next step is reflective observation that is reviewing the experience from the knowledge gained. This observation helps in identifying all the loopholes and the scope of improvement. The last step of this model is to conclude the learning experience.
According to (Kennedy, Haq, Ferns, Williams & Okorie, 2019), one of the innovative way of teaching style for medical student’s Is mentoring, this method is also called as wise and trusted counsellor that allow students to engage their medical practices as from the research it was found that mentors help student’s to improve their productivity and success. In the mentoring processes students are offered learning from the experience of others so that one can promote their own agenda. One of the recent problem based learning is case based learning facilities, it allow students to learn in a speciality by teaching all the medical students the aspects of practical knowledge in healthcare service (Kennedy, Haq, Ferns, Williams & Okorie, 2019). Case study learning offers a hand-on experience that supports in effective learning. Continuing professional development offers practices to manage and learn the entire spectrum of professional activities. Offering learning while keeping in a clinical environment will allow students to adapt these easily and at faster speed. It is a process of active learning (V3).
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