Reflection on Clinical Teaching Practice

This document provides a reflection on clinical teaching practice, focusing on topics such as clinical reasoning, feedback, and cognitive strategies. It includes a log of three teaching events/opportunities, as well as a critical reflection on learning across the module. The document offers insights and strategies for effective clinical teaching and professional development.

Reflection on Clinical Teaching Practice
Clinical teaching
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Reflection on Clinical Teaching Practice
Table of Contents
Table of Contents..................................................................................................................................2
Title.......................................................................................................................................................3
Introduction...........................................................................................................................................3
Part 1.....................................................................................................................................................3
A Reflective Log of Clinical Teaching Practice: Presentation of Three Teaching
Events/Opportunities........................................................................................................................3
Clinical reasoning..........................................................................................................................3
Feedback........................................................................................................................................5
Cognitive strategies.......................................................................................................................6
Part 2.............................................................................................................................................8
A critical reflection of your learning across the module....................................................................8
Theories.........................................................................................................................................8
Principles.....................................................................................................................................10
Conclusion...........................................................................................................................................12
References...........................................................................................................................................14
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Reflection on Clinical Teaching Practice
Title
Reflection on clinical teaching practice
Introduction
I am working as a clinical teacher involved in providing appropriate guidance to the students
in their professional development. I am an undergraduate with excellent teaching experience
which enables me to provide quality education to the students. I have been provided
information on many topics consisting of clinical reasoning, managing patients and clinical
therapies. I have worked very hard to become an effective and efficient clinical teacher. In
the starting of my journey, I was very scared how I will teach students but when I started
confidence started to develop within me. I always focus on providing all the knowledge
associated with the topic to the students and also answering their questions. I have progressed
in my profession by attending teaching sessions on many topics. I have the abilities to hold
the attention of the students in an appropriate manner. I believe it is very much important to
understand and fulfil the needs of the learners. In this assignment, I will depict my experience
as a clinical teacher in three different teaching sessions. I carried out the teaching session in a
clinic for sharing significant information on clinical practice with the students. I have also
learned many things during my whole journey.
Part 1
A Reflective Log of Clinical Teaching Practice: Presentation of Three Teaching
Events/Opportunities
Clinical reasoning
Overview
I had carried out a teaching session on clinical reasoning. The reason for choosing this topic
was that it is commonly used in the clinical practice area. The event was held on the 20th of
January 2019 in a clinic of a hospital. The learners were nursing staffs, nursing students,
support workers, teaching staffs and healthcare assistants. I had been presenting myself in
front of 300 people from different areas. My aim for organizing the session was to know the
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Reflection on Clinical Teaching Practice
different type of learning and teaching styles and needs that need to be. The aims and
objectives of the session were identified as the importance of clinical reasoning and
demonstrate clinical reasoning skills within the practical field. The learning outcome depicted
that the students were able to understand the clinical reason process in which the situation
and problems of the patient can be understood and planning and implementing interventions
in order to get positive results (Gay, Bartlett & McKinley, 2013).
Planning
I had planned this session about a month ago keeping in mind that this must be beneficial for
all the learners. The most important thing was to find a place; it is found by the researchers
that the learning environment can influence the learners to the teaching and how it is going to
impact on their practical skills. Fortunately, the manager the hospital helped me with a vacant
training room where I could conduct my session peacefully and the learners could also
engage themselves. As soon as I got the place the first thing I did was sent an email to
nursing staffs, nursing students, support workers, teaching staffs and healthcare assistants
with an invitation.
Preparation
PowerPoint is the best tool for any kind of presentation and I had decided to use the same. I
prepared a presentation with a nice background and good font size so that it could be visible
to everyone. I also involved patient in the discussion in order to understand the topic in a
better way. I had also decided to do video presentation as most the learners preferred modern
learning style which is a combination of visual and verbal. The topic which I had chosen was
based on audience level and their future in nursing.
Delivery
I started with my introduction and focused on building a good relationship with them so they
could not feel bored. Sometimes I was getting blank due to nervous feeling and anxiety which
was obvious as I was not habituated of these. Then I asked them if they know something
about the topic and the response was quite impressive. Not only they had knowledge about
the topic but also curious to know more about it. Then I started my presentation with the
introduction of clinical reasoning which also called clinical judgment. It is a process which
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Reflection on Clinical Teaching Practice
helps clinicians in collecting process information, in understanding the medical situation of
the patient and their problems, planning, and implementation of proper medical interventions,
evaluation of outcomes and learning from this whole process.
What went well
The entire session went well and I was pleased to see that the learners were disappointed with
the session. It was a huge success for me as I was able to explain all the aims and objective in
a good manner. It was understood and well received by the learners. It was full of
nervousness but somehow I had managed to use nonverbal communication skills with
expressions and body gestures. I received a positive response from the learners they were
engaging themselves by asking questions or commenting on my statements. They gave good
cooperation and enjoyed it till the end.
What might be done differently next time
I am sure next time I will be able to deliver the best teaching practice as I have acquired more
knowledge and experience in preparation of teaching session and teaching methods. Next
time I will use the role of my relatives and how they helped me in building my carrier. My
main focus would be to control my anxiety as because of this I was not able to answer few of
the questions asked by the listeners.
Feedback
Feedback is considered to be a significant aspect of teaching. Effective feedback is
considered to be useful as it provides guidance during the teaching session. Feedback can be
of many forms such as written or verbal, informal and demonstrations conversation styles
(Chowdhury&Kalu, 2004). I like to provide feedback instantly at the moment and ask
questions about how they thought the process and how it can be improved. I had acquired
full knowledge over the topic before attending the session. I was able to make the students
understand the topic in an appropriate manner by gathering feedback from them. I have found
that it is important to encourage students by asking their opinions as it is helpful to determine
and evaluate the whole session. The learning styles can be implemented while providing
feedback to the students.
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Reflection on Clinical Teaching Practice
I had provided feedback forms and also allowed the students to ask questions. Feedback
sandwich tool was used because it is easy and simple to use. Personal feedback was being
received from the students which depict constructive and positive comments (Palfreyman,
2011). The feedback also guided that I would have assisted the students to move into
reflection from the description. I have a deeper understanding of clinical teaching through my
involvement in the important teaching sessions. I received both positive and negative
feedback but negative feedbacks were very less. However, the process allows me to enhance
my expertise and knowledge.
I do not like to give negative comments to the students because it affects their confidence
level. I also feel bad and discouraged when negative comments are being received. The
feedback session was being planned by distributing forms and also verbally. I allowed
students to ask questions and give their opinions and then I answered their questions. It was a
great session because it helps us to learn many things. The sharing of information assists to
understand the knowledge, thinking and views of the audiences. I have found that the
enhancement of leadership skills are also considered to be very much important as a clinical
teacher. Constructive criticism is considered to be very much effective because it enhances
skills which are very much useful in the long term. However, positive feedbacks are also
essential for developing confidence (Stark, 2009). I gave feedback by observing the
understanding of the students. I also observed the practical works of the students which is
considered to be very much important and provided them with adequate information. The
process also encouraged learners to analyse their own performances, takes responsibility to
learn and encourage personal insight.
I got an overview of my perceptions, knowledge and communication skills. I was able to
understand who are they, what are their thoughts and what they need in their life. I had
determined that if the learning is to be self-directed then people are able to learn in an
appropriate manner. They would be able to learn when they are interested and motivated to
do so. Thus, the transformation of acquired knowledge is considered to be more permanent. I
would have included learning objectives which might be very much useful for the students to
understand the topic. I would have asked the students about what they liked, any challenges
they faced in understanding and things that were not cleared. In the feedback session, I would
have given pause for allowing the students to answer.
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Reflection on Clinical Teaching Practice
Cognitive strategies
Overview
I prefer to choose cognitive strategies because it is a combination of clinical skills, involving
patients, organizing ideas and it can be considered as the best research evidence for making
decisions in regards to the patients care (Ruth, 2013). The students were from the nursing
background had some knowledge about the topic. It would be difficult to be to mention the
exact number of learners however; it might be between175 to 200. I was just aiming to have a
suitable environment for my season so that I could express my experience of learning in
theories.
Planning
I decided to organize a teaching session for the students of nursing that could help them in
exploring their skills and knowledge and it could also be helpful for me in enhancing my
teaching skills and confidence. In order to organize the event, I needed a place where I could
reveal my learner to some theories. Luckily I found an empty hall where I could carry out my
session without any noise and interruption. Learner's comfort was another concern for me
though, I had managed to have a cross ventilation room and I had also arranged snakes,
coffee and water for their comfort. I had invited all the nursing and administration staff about
a couple of weeks ago to join my teaching session.
Preparation
Just a day before of my teaching season, I made sure that I have made all the notes for the
topic which I am going to cover (Freshwater & Rolfe, 2012). Arranged all the notes and just
gone through them to check if I had made any grammatical mistakes, fortunately, found a
couple of mistakes and some extra points that might consider adding and few needs to be
removed. I preferred using Microsoft powerpoint which could allow me to do the
presentation in such a way that could meet the requirements of learners and auditory as it was
allowing me to present the information in form of text and at the same time in a video format
as well.
Delivery
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Reflection on Clinical Teaching Practice
I started with the introduction of the topic which was Evidence-Based Practice (EBP).
Evidence-Based Practice is a combination of the clinical skills, best research proof and
patients' requirements that will come up with the best outcome for the patients. It can be
considered as an umbrella term as it covers evidence-based nursing, evidence-based dentistry,
evidence-based medicines, evidence-based public health etc. Evidence-based medicine term
was firstly used by David Sackett and colleagues of him in Manchester University of Ontario
in the 1990s. Evidence-Based Practice has been defined as a problem-solving approach to
health care by Melnyk, Fineout-Overholt, Stillwell, and Williamson in the perspective of
nursing. Then I moved to advantages and five steps of Evidence-Based Practice which asked,
acquire, appraise, and apply an audit.
What went well
The session was quite interactive, I discussed every point and it went smooth. I was able to
catch their attention and to engage them. I received lots of contributions from the learners,
they were asking questions whichever point was not clear to them and I also found them very
curious (Halstead, 2012). The teaching style I had been using was a humanistic approach and
I made it interactive and informal.
What might be done differently next time
It was a big deal for me as I was presenting myself in front of 200 people. I was getting
nervous at the very beginning of the session; next time has to control it because it was
making me fumble while I was speaking. I will prefer including the role of relatives and
careers in the presentation it could make it more interesting to the learners.
Part 2
A critical reflection of your learning across the module
Theories
I was able to learn how to interact and manage energetic medical students. I gained effective
communication skills in tough situations such as asking questions, listening to the queries,
supporting the students and showing my understanding. It was a unique experience for me
because I can explain truly the reasons for my decisions and actions. I referred to the
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Reflection on Clinical Teaching Practice
strategies and theories of learning and teaching for enhancing my knowledge and skills. I
gained experience in teaching students from different cultural and social backgrounds. I had
seen students who were very much confident and some were shy during the session which
can be very much helpful for me in future. I have found that individual students try to learn
things at different places and it is important to provide them with the opportunity for
clarifying their queries. I tried to include a combination of kinaesthetic, auditory and visual
teaching techniques in order to integrate diversity in the learning style. A cognitive approach
I have used which is considered to be student-centred. In this approach, the students can keep
themselves in a direction which is self-directed (McSparron, Vanka& Smith, 2018).
I have also learned that it is also important to take help from the senior teachers by asking for
explanations, supervision, clarification, and demonstrations within the clinical setting. I was
able to point out my strengths and weaknesses and how will I improve it in order to grow in
the future. The feedback assisted to enhance the efficiency of my teaching method in order to
become more effective. I also found that taking criticism is also a positive aspect which
would assist me to determine loopholes within the teaching session. The teaching session also
assisted me to recognize teaching styles, hindrances to a session, difficulties for
understanding the students, arrangement, evaluation, and delivery of the session. Professional
knowledge and skills are needed to be applied practically which is considered to be a base for
learning anything. Cognitive learning is referred to gain skills and knowledge by cognitive or
mental processes.
I have also found that the students need to be informed about different learning styles that can
assist them to acquire knowledge more easily. An environment needs to be created where the
students can adjust themselves appropriately. I have also gained knowledge of the topics that
I carried within the teaching session. The development of a positive attitude towards the
teaching profession will be very much beneficial for me. I need to take care that I am not
speaking fast and provide adequate opportunities for the students to ask questions. I found
that a feedback form would have been considered to be an effective tool which would have
allowed all the students to give their opinions. I have learned to examine my teaching by
reviewing feedback and reflection.
In the future, I will also incorporate the laws, principles and practical observations. I have
developed knowledge and skills to effectively work with others. The benefit of teaching
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Reflection on Clinical Teaching Practice
students is that it promotes diversity, value differences, identifying a positive and negative
group, developing self-esteem and participating in society. I have also gained knowledge
from the topics that I discussed in my teaching session. I have also researched that patient can
be managed by maintaining the quality of their life, maximizing functions in daily activities,
enhancing mood and cognition, developing a safe environment and promoting social
engagement.
I have also learned that clinical reasoning has considered being a crucial implication for the
safety of the patient. The errors in the medical as a result of faulty reasoning can lead to
patient mortality or morbidity. Thus, teaching clinical reasoning can assist to avoid such
errors. I learned many things that have enhanced my clinical teaching skills. The students also
used their learning abilities for understanding the topic in an appropriate manner. These
teaching sessions have helped me to identify the positive and negative things in me and also
how I respond to positive and negative feedbacks. I learned the different type of teaching
methods and learning theories and I have gained knowledge as well as skills on how to work
with others effectively. This experience also made me aware of my learning style which is a
reflector.
Workplace learning is also known as a structured work experience program. This helps the
students in getting first-hand job experience and training. It is being found that what we learn
from our daily work is the 70% of our knowledge and 20% skills and knowledge which we
gain come from feedback and by watching others how they do it. Rest 10% we knowledge we
receive from training, workshop, and e-learning (Laske, 2019). Keeping all these in mind the
clinical teaching events could be very helpful because it is providing practical experience of a
workplace that helps in building their skills related to workplace industry. Students can also
have experience of a workplace and which help them in learning quickly about frequently
changing nature of work and workplace (Rodger, 2019). As most of the teachers feel nervous
during their sessions until they are not getting used to it so these events can build their
confidence and help them in identifying their mistakes. Workplace learning can also help
these clinical tutors to identify the attitudes and skills for which the employers are looking
for.
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Reflection on Clinical Teaching Practice
Principles
Effective teachers develop opportunities for continuous learning in order to assist the
students continually acquire and develop knowledge and skills for improving clinical
performance
Both students and teachers should work very hard in order to form the neural networks and
cognitive structures of learning that is durable and deep. Continuous learning enables
students to acquire the necessary knowledge and enhance their intelligence on how to learn.
The gross structure and architecture of the brain are determined genetically, the neural
networks and detailed structured are being shaped by personal experience which can be
modified (Ahern, 2015). Thus, a teacher should teach the students by using continuous
learning skills. Appropriate techniques should be used for examining guidelines or research
findings and showing how to apply the techniques.
Continuous learning enables to explore the latest techniques for carrying out the treatment for
the diseases. It is very much important for students to understand the needs and situation of
the patient before taking any initiative. Continuous learning can assist to develop knowledge
and skills that can be used for carrying out the clinical processes in an appropriate manner
(Hays, 2012). The principal supports evidence-informed teaching as continuous learning can
be carried out with the use of practical research, findings, and results. I have found that the
research should not be about just introducing effective approaches to learning, assessment,
and teaching but also identification and elimination of ineffective existing practices. For
example, the activities can be differentiated to cater to the learning styles of the students. I
would be able to decrease their workload.
Evidence-Informed teaching will allow me to make decisions in some situations. Evidence
provides a proof or backup any argument as well as assists to understand the topic. The
students are being allowed to learn continuously because it is very much important for the
enhancement of clinical skills and knowledge (Simpson, 2012). I have learned that
appropriate communication with the students is important while teaching. I will provide
opportunities to the students for gaining knowledge that can also make an effective clinical
teacher. The practical sessions are considered to be very much effective because it enables
the practitioners to use their skills for solving the issue within the environment.
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Reflection on Clinical Teaching Practice
Feedback is considered to be important for facilitating improvement and learning of
skills
As a clinical teacher, I need to be focused and aware of whatever is happening in the
classroom. Students can learn more effectively from each other. I would allow the students to
have a group discussion on a particular topic. All students might have different knowledge
about that topic and they may share their knowledge with each other that will help them in
gaining varieties of knowledge (Violato, 2018). Students always require feedback from the
teachers because it is helpful for them to understand whether they are going in the right
direction or not. Being a good teacher I cannot ask students to perform tasks which have not
been shown to them how to do it. Rather I will start by "modelling" first I will do, then we
will do and after that, I will ask the student to do it by themselves. The positive and negative
feedback is considered to very much useful for an individual. It allows working on the weak
areas that will assist to achieve goals in future. People expect that feedbacks should be given
because it is very effective in enhancing knowledge and skills.
Teaching is a profession where I will be learning my whole life. I must look for evidence-
based insights and be ready for challenging my existing beliefs regarding teaching. An
effective teacher always evaluates the impact that they are making on their students. In order
to become a good teacher I need to monitor my students' progress on regular basis and I have
to adjust my teaching style accordingly (Berman, Snyder & McKinney, 2011). And I also
need to monitor the impact that my teaching style is making on them. If I will find this
approach effective then I will continue with it and will try more to use the same method. On
the other hand, if the particular approach is not making any positive impact on the student
then I have to use another teaching method and it will keep going on until I am not getting
satisfied with the outcome. A teacher needs to aware that the students' behaviour can become
helpful as well as an obstruction in understanding how much student is learning in the class.
Conclusion
I have learned many things and developed my skills during the teaching session. My teaching
skills and knowledge were being challenged and explored. It was a great experience with
medical students. I was able to determine and examine my strengths and weaknesses. I was
able to teach the subjects to the students during the session but in some areas I did mistakes. I
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Reflection on Clinical Teaching Practice
will continue my teaching profession because it has changed my life. I have confidence in my
abilities as a clinical teacher and enjoyed to share my experience. I was able to understand the
views and needs of medical students. I have also gained experience in arranging a teaching
session for medical students. I have also found that some of the things would have been done
in a different manner. I have also been able to determine and evaluate the learning style.
Engaging students during the session is considered to be the most challenging tasks. I felt
good when the students were eager to know about the topic deeper. I will use this experience
in my future teaching session as well as assist me to become an effective clinical teacher.
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Reflection on Clinical Teaching Practice
References
Ahern, G. (2015). Teaching Anatomy to Medical Students. Australasian Medical
Journal, 08(07).doi: 10.21767/amj.2015.2467
Chowdhury, R., &Kalu, G. (2004).Learning to give feedback in medical education. The
Obstetrician & Gynaecologist, 6(4), 243-247. doi: 10.1576/toag.6.4.243.27023
Gay, S., Bartlett, M., & McKinley, R. (2013).Teaching clinical reasoning to medical
students. The Clinical Teacher, 10(5), 308-312. doi: 10.1111/tct.12043
Hays, R. (2012).Clinical teaching. The Clinical Teacher, 9(3), 190-192. doi: 10.1111/j.1743-
498x.2012.00563.x
Laske, R. (2019). Peer Evaluation of Clinical Teaching Practices. Teaching And Learning In
Nursing, 14(1), 65-68. doi: 10.1016/j.teln.2018.10.004
McSparron, J., Vanka, A., & Smith, C. (2018).Cognitive learning theory for clinical
teaching. The Clinical Teacher.doi: 10.1111/tct.12781
Palfreyman, J. (2011). Clinical Teaching Made Easy – A Practical Guide to Teaching and
Learning in Clinical SettingsClinical Teaching Made Easy – A Practical Guide to
Teaching and Learning in Clinical Settings. Nursing Standard, 25(34), 26-26. doi:
10.7748/ns2011.04.25.34.26.b1198
Rodger, K. (2019). Learning to Think Like a Clinical Teacher. Teaching And Learning In
Nursing, 14(1), 1-6. doi: 10.1016/j.teln.2018.08.001
Ruth, D. (2013). Teaching strategy: reflections on professional practice. Teaching In Higher
Education, 19(3), 254-265.doi: 10.1080/13562517.2013.860100
Simpson, D. (2012). Research-Informed Teaching Advice: Going Beyond Teaching
Tips. Psyccritiques, 57(35).doi: 10.1037/a0029693
Stark, P. (2009). Clinical skills teaching and learning. The Clinical Teacher, 6(3), 211-213.
doi: 10.1111/j.1743-498x.2009.00303.x
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Violato, C. (2018). Ten Principles For Effective Clinical Teaching. Retrieved from
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