Assessment 1: Clinical Education in Contemporary Healthcare Settings

This report provides a critical reflection on clinical education within contemporary healthcare settings, focusing on key features and elements such as learning outcomes, assessment, and overcoming the theory-practice gap. It explores the roles of the clinical educator, the learner, and the curriculum in shaping effective clinical education programs. The educator's role involves designing programs, creating a supportive environment, and acting as a role model. The learner is responsible for balancing workloads and developing communication skills, while the curriculum guides content delivery and promotes professionalism. The report emphasizes the importance of integrating theory and practice through clinical placements and well-designed assessments, supported by evidence from the literature. The report also highlights the need for clear learning goals, effective communication, and accommodation of diverse learning needs within clinical education. The author uses their role as a medical educator to provide insights into the core components of clinical education.

Running Head: MASTER IN CLINICAL EDUCATION
Master in Clinical Education
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Master in Clinical Education
Key features and elements of clinical education
Clinical teaching in education draws on models of decision-making procedures employed
by medical experts along with models of teaching medical interns to facilitate the development
of their knowledge, as well as clinical judgment. The key features and elements of clinical
education in a clinical setting comprise learning outcomes and reliable and valid assessment;
clinical support model and quality, overcoming the theory-practice gap; preparing and supporting
learners; and accommodating conflicting teaching and learning needs. As a medical educator, I
have the role of providing effective teaching models and offer quality clinical experiences to my
students. Students need real-life models and quality clinical experiences to boost their skills in
the field of medicine that is attained through developing the appropriate learning environment
and resources (Esteghamati, Baradaran, Monajemi, Khankeh, & Geranmayeh, 2016). As an
educator, overcoming the theory-practice gap entails offering clinical placements to offer the
students with the opportunity to integrate theory and practice. The educators should be in the
frontline in looking for placement opportunities for their students. Students should be connected
to individuals with clinical experience and demonstrate greater clinical decision-making skills
since this will positively influence their knowledge.
In overcoming the theory-practice gap, it is crucial to have well-designed assessments to
motivate to learners to integrate practice and theory. In the case of learning outcomes and
reliable and valid assessment, it is important as an educator to ensure that assessment and
feedback influence student learning. The assessments must match the teaching methods, as well

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as the learning expected. In my medical teaching, I ensure that practical assessment is based on a
clinical setting and more importantly, a hybrid virtual environment or role-playing may create
this environment. In preparing and supporting learners, as a medical educator, I have the role of
ensuring that the students are prepared for the future career by equipping them with the
necessary skills and knowledge using the limited resources. Supporting the students in all aspects
of their education is essential for future careers. When it comes to accommodating conflicting
teaching and learning needs, educators need to understand that the learners progress through
phases of learning where they have diverse teaching and learning needs that must be
accommodated. There is a need for clear learning goals that should be articulated and understood
by learners and must be accommodated through effective communication processes where
collaboration is crucial (Ash, Walters, Prideaux & Wilson, 2012).
Role of educator, learner, and curriculum
Clinical Educator
The clinical educator has the role of actively involved in the design of effective clinical
education programs to ensure that students get the right knowledge. The clinical educator also
have the role of developing clear learning objectives that may be summarized in a learning
contract and reviewed as need arises. The clinical educator has the role of creating an effective
clinical environment that will motivate the students to better understand the content and ensure
that the learning objectives are attained. This implies that they need to create learning
opportunities, including placements for the students. Furthermore, clinical educators need to be
role models by stressing positive role-modeling (Ash et al., 2012).
Learner

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The learner has a role of balance the clinical workload with their academic workload by
dealing with intrinsic factors like dyslexia, roles, cultural factors or experience plus emotions.
Additionally, students have a role of becoming active while pursuing their clinical education to
make that they become focused. The learners have the role of developing effective
communication skills to help deal with the different learning environments and communicate
with their educators and fellow students. Also, clinical learners should develop effective
relationships with other professionals in the field to enrich their experience and boost their future
careers (Pötter, Eriksen & Beavis, 2012).
Curriculum
The curriculum has the role of guiding the overall clinical education by ensuring that
educators provide the appropriate content to the learner based on their level. The curriculum
influences professionalism and ensures that the teaching techniques promote professionalism for
clinical education. The educators will better provide the appropriate content through the
curriculum as the guiding document in clinical education (Conroy, Hulme & Menter, 2013).

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References
Ash, J., Walters, K., Prideaux D.J & Wilson, I.G. (2012). The context of clinical teaching and
learning in Australia. Medical Journal of Australia. 196(7):475–9.
Conroy, J., Hulme, M. & Menter, I. (2013). Developing a ‘clinical’ model for teacher education.
Journal of Education for Teaching: International research and pedagogy, 39(5), 557-
573.
Esteghamati, A., Baradaran, H., Monajemi, A., Khankeh, H. R., & Geranmayeh, M. (2016). Core
components of clinical education: a qualitative study with attending physicians and their
residents. Journal of advances in medical education & professionalism, 4(2), 64–71.
Pötter, R., Eriksen, J.G & Beavis, A.W. (2012). Competencies in radiation oncology: a new
approach for education and training of professionals for radiotherapy and oncology in
Europe. Radiother Oncol, 103(1):1-4.