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1864 result(s) for 'what is a clinical educator' within BMC Medical Education

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  1. There is increasing demand for professional practice placement opportunities, supported by health professional educators, to enable future health workforce development. Early career health professionals perfor...

    Authors: Victoria Stirling, Deborah Fitzgerald, Alis Moores and Rachel Wenke
    Citation: BMC Medical Education 2024 24:664
  2. An important element of effective clinical practice is the way physicians think when they encounter a clinical situation, with a significant number of trainee physicians challenged by ... translating their learni...

    Authors: Rachel Locke, Alice Mason, Colin Coles, Rosie-Marie Lusznat and Mike G. Masding
    Citation: BMC Medical Education 2020 20:226
  3. Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim...

    Authors: Yacob Habboush, Alexis Stoner, Claribel Torres and Sary Beidas
    Citation: BMC Medical Education 2019 19:459
  4. An experiential curriculum exposing medical students to the clinic early has many benefits but comes with the emotional stress this environment engenders. Schwartz rounds (SR) are an effective means to combat ...

    Authors: J. Smith, M. G. Stewart, E. Foggin, S. Mathews, J. Harris, P. Thomas, A. Cooney and C. J. Stocker
    Citation: BMC Medical Education 2020 20:271
  5. During clinical placements, clinical educators facilitate student learning. Previous research has defined the skills, attitudes and practices that pertain to an ideal clinical educator. However, less attention...

    Authors: Lucinda S Chipchase, Peter J Buttrum, Ruth Dunwoodie, Anne E Hill, Allison Mandrusiak and Monica Moran
    Citation: BMC Medical Education 2012 12:112
  6. Verbal feedback plays a critical role in health professions education but it is not clear which components of effective feedback have been successfully translated from the literature into supervisory practice ...

    Authors: Christina E. Johnson, Jennifer L. Keating, Melanie K. Farlie, Fiona Kent, Michelle Leech and Elizabeth K. Molloy
    Citation: BMC Medical Education 2019 19:129
  7. This was a mixed methods intervention study using a concurrent nested design. 120 randomly selected midwifery educators from 81 pre-service training institutions were recruited. Educators completed four self-dire...

    Authors: Duncan N. Shikuku, Hauwa Mohammed, Lydia Mwanzia, Alice Norah Ladur, Peter Nandikove, Alphonce Uyara, Catherine Waigwe, Lucy Nyaga, Issak Bashir, Eunice Ndirangu, Carol Bedwell, Sarah Bar-Zeev and Charles Ameh
    Citation: BMC Medical Education 2024 24:534
  8. Limited data regarding the perspectives of other observers (i.e. those who educate, employ or receive care from) of new graduates’ preparedness to practice is available. The present study aimed to explore perc...

    Authors: Rodrigo Mariño, Clare Delany, David Manton, Kate Reid, Julie Satur, Felicity Crombie, Rebecca Wong, Clare McNally, Diego Lopez, Antonio Celentano, Mathew Lim and Michael Morgan
    Citation: BMC Medical Education 2022 22:396
  9. Transgender and gender diverse (TGD) people face many obstacles in accessing health care, including discrimination, institutional bias, and clinician knowledge deficits. We developed a clinical skills and educ...

    Authors: Ky Ruprecht, William Dunlop, Estee Wah, Christine Phillips and Sarah Martin
    Citation: BMC Medical Education 2023 23:621
  10. Previous studies have identified tensions medical faculty encounter in their roles but not specifically those with a qualification in medical education. It is likely that those with postgraduate qualifications...

    Authors: Ahsan Sethi, Rola Ajjawi, Sean McAleer and Susie Schofield
    Citation: BMC Medical Education 2017 17:62
  11. Health professions education is characterised by work-based learning and relies ... and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or ho...

    Authors: Christina E. Johnson, Jennifer L. Keating, David J. Boud, Megan Dalton, Debra Kiegaldie, Margaret Hay, Barry McGrath, Wendy A. McKenzie, Kichu Balakrishnan R. Nair, Debra Nestel, Claire Palermo and Elizabeth K. Molloy
    Citation: BMC Medical Education 2016 16:96
  12. Internal Medicine (IM) subspecialty professional societies can provide valuable community, recognition, resources, and leadership opportunities that promote career success. Historically, this support focused o...

    Authors: Lekshmi Santhosh, Emily Abdoler, Bridget C. O’Brien and Brian Schwartz
    Citation: BMC Medical Education 2022 22:222
  13. Health professionals with the level of competency necessary to provide high-quality patient education are central to meeting patients’ needs. However, research on how competencies in patient education should b...

    Authors: Margrét Hrönn Svavarsdóttir, Árún K. Sigurðardóttir and Aslak Steinsbekk
    Citation: BMC Medical Education 2015 15:87
  14. Despite the high burden of musculoskeletal (MSK) diseases, few generalists are comfortable teaching MSK physical examination (PE) skills. Patient Partners® in Arthritis (PP®IA) is a standardized patient educator ...

    Authors: Anna E Oswald, Mary J Bell, Jeffrey Wiseman and Linda Snell
    Citation: BMC Medical Education 2011 11:65
  15. The COVID-19 pandemic has required governments around the world to suspend face-to-face learning for school and university students. Colleges of pharmacy are faced with the challenge of training students in ho...

    Authors: Omar A. Almohammed, Lama H. Alotaibi and Shatha A. Ibn Malik
    Citation: BMC Medical Education 2021 21:257
  16. Face-to-face feedback plays an important role in health professionals’ workplace learning. The literature describes guiding principles regarding effective feedback but it is not clear how to enact these. We ai...

    Authors: Christina E. Johnson, Jennifer L. Keating, Michelle Leech, Peter Congdon, Fiona Kent, Melanie K. Farlie and Elizabeth K. Molloy
    Citation: BMC Medical Education 2021 21:382
  17. In order to consolidate their educational knowledge and skills and develop their educational role, many clinicians undertake professional development in clinical education and supervision. It is well established ...

    Authors: Koshila Kumar and Jennene Greenhill
    Citation: BMC Medical Education 2016 16:68
  18. A hospital pharmacy foundation residency training program has been introduced in Australia, modelled on residency programs established in other countries. The program aims to support the professional developme...

    Authors: Chih Yuan Wang, Alexandra Clavarino, Karl Winckel, Sonya Stacey and Karen Luetsch
    Citation: BMC Medical Education 2022 22:430
  19. For many allied health disciplines, pre-professional clinical education takes place in student-led, on-campus clinic environments. In these environments, pre-professional students undertake patient care under ...

    Authors: Conor Abrey, Niraj De Silva, Jake Godwin, Thomas Jacotine, Daniel Raab, Kieran Urquhart, Kelley Mumford, Patrick McLaughlin and Brett Vaughan
    Citation: BMC Medical Education 2022 22:603
  20. One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions rel...

    Authors: Lulu Alwazzan, Ruaa AlHarithy, Hend M Alotaibi, Thuraya Kattan, Monira Alnasser and Taif AlNojaidi
    Citation: BMC Medical Education 2023 23:199
  21. Learning tools using virtual patients can be used to teach clinical reasoning (CR) skills and overcome limitations of using face-to-face methods. However, the adoption of new tools is often challenging. The ai...

    Authors: A.P Kassianos, R Plackett, M.A Kambouri and J Sheringham
    Citation: BMC Medical Education 2023 23:424
  22. The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to gui...

    Authors: Marleen W. Ottenhoff- de Jonge, Iris van der Hoeven, Neil Gesundheit, Roeland M. van der Rijst and Anneke W. M. Kramer
    Citation: BMC Medical Education 2021 21:176
  23. There is a need to reexamine Singapore’s medical school curricula in light of the increasing digitalization of healthcare. Notwithstanding Singapore’s digital competitiveness, there is a perceived gap in prepa...

    Authors: Humairah Zainal, Xiaohui Xin, Julian Thumboo and Kok Yong Fong
    Citation: BMC Medical Education 2022 22:428
  24. Whilst it is recognised that a capacity to manage uncertainty is an essential aspect of working as a healthcare professional, there is little clear guidance on how to facilitate student learning in this domain...

    Authors: Jenny Moffett, Elizabeth Armitage-Chan, Jennifer Hammond, Síle Kelly and Teresa Pawlikowska
    Citation: BMC Medical Education 2022 22:135
  25. Maintaining patient safety is a practical standard that is a priority in nursing education. One of the main roles of clinical instructors is to evaluate students and identify if students exhibit unsafe clinica...

    Authors: Mostafa Ghasempour, Akram Ghahramanian, Vahid Zamanzadeh, Leila Valizadeh, Laura A. Killam, Mohammad Asghari-Jafarabadi and Majid Purabdollah
    Citation: BMC Medical Education 2023 23:524
  26. While several medical societies endorse race as a social construct, it is still often used as a biological trait in medical education. How medical educators employ race while teaching is likely impacted by their ...

    Authors: June Futterman, Catherine Bi, Brendan Crow, Sarah Kureshi and Ebiere Okah
    Citation: BMC Medical Education 2024 24:230
  27. Reflection and various approaches to foster reflection have been regarded as an indispensable element in enhancing professional practice across different disciplines. With its inherent potential to engage lear...

    Authors: Kuo-Chen Liao, Chang-Hsuan Peng, Linda Snell, Xihui Wang, Chien-Da Huang and Alenoush Saroyan
    Citation: BMC Medical Education 2021 21:321
  28. There is increasing evidence that Simulation-based learning (SBL) is an effective teaching method for healthcare professionals. However, SBL requires a large number of faculty to facilitate small group session...

    Authors: Albert Muhumuza, Josephine Nambi Najjuma, Heather MacIntosh, Nishan Sharma, Nalini Singhal, Gwendolyn L Hollaar, Ian Wishart, Francis Bajunirwe and Data Santorino
    Citation: BMC Medical Education 2023 23:28
  29. Amid concerns about the decline of empathy during the clinical training of medical clerks, evidence that empathy improves patient outcomes suggests some potential for teaching empathy in ways that will affect ...

    Authors: Luca C. Barak, Giliam Kuijpers, Lotte Hoeijmakers and Fedde Scheele
    Citation: BMC Medical Education 2022 22:806
  30. Blended learning (BL) is a learning innovation that applies the concept of face-to-face learning and online learning. However, examples of these innovations are still limited in the teaching of postgraduate ed...

    Authors: Hani Salim, Ping Yein Lee, Sazlina Shariff Ghazali, Siew Mooi Ching, Hanifatiyah Ali, Nurainul Hana Shamsuddin, Maliza Mawardi, Puteri Shanaz Jahn Kassim and Dayangku Hayaty Awang Dzulkarnain
    Citation: BMC Medical Education 2018 18:206
  31. Workplace-based formative assessments using consultation observation are currently conducted during the Australian general practice training program. Assessment reliability is improved by using multiple assess...

    Authors: Gerard Ingham, Jennifer Fry, Simon Morgan and Bernadette Ward
    Citation: BMC Medical Education 2015 15:218
  32. Preceptorship fulfills the requirements of International Guidelines regarding the training of health care professionals as a method of teaching in clinical settings, during the daily work routine. This study a...

    Authors: Letícia Cabrini Girotto, Sylvia Claassen Enns, Marilda Siriani de Oliveira, Fernanda Brenneisen Mayer, Bruno Perotta, Itamar Souza Santos and Patricia Tempski
    Citation: BMC Medical Education 2019 19:203
  33. Clinical reasoning is fundamental to all forms of professional health practice, however it is also difficult to teach and learn because it is complex, tacit, and effectively invisible for students. In this pap...

    Authors: Clare Delany and Clinton Golding
    Citation: BMC Medical Education 2014 14:20
  34. Since 2014, the Government of Bihar and CARE India have implemented a nurse mentoring program that utilizes PRONTO International’s simulation and team trainings to improve obstetric and neonatal care. Together...

    Authors: Anika Kalra, Manju Siju, Alisa Jenny, Hilary Spindler, Solange Madriz, Jami Baayd, Seema Handu, Rakesh Ghosh, Susanna Cohen and Dilys Walker
    Citation: BMC Medical Education 2022 22:206
  35. During workplace-based clinical placements, best practice assessment states students should expect consistency between assessors rating their performance. To assist clinical educators (CEs) to provide consiste...

    Authors: Tessa Fulton, Kerry Myatt, Garry W Kirwan, Courtney R Clark and Megan Dalton
    Citation: BMC Medical Education 2023 23:280
  36. Simulation-based education (SBE) has seen a dramatic uptake in health professions education over the last decade. SBE offers learning opportunities that are difficult to access by other methods. Competent facu...

    Authors: Debra Nestel, Margaret Bearman, Peter Brooks, Dylan Campher, Kirsty Freeman, Jennene Greenhill, Brian Jolly, Leanne Rogers, Cobie Rudd, Cyle Sprick, Beverley Sutton, Jennifer Harlim and Marcus Watson
    Citation: BMC Medical Education 2016 16:25
  37. Reliable interpretation of the Assessment of Physiotherapy Practice (APP) tool is necessary for consistent assessment of physiotherapy students in the clinical setting. However, since the APP was implemented, ...

    Authors: Garry W. Kirwan, Courtney R. Clark and Megan Dalton
    Citation: BMC Medical Education 2019 19:32
  38. Advanced communication skills are vital for allied health professionals, yet students often have limited opportunities in which to develop them. The option of increasing clinical placement hours is unsustainab...

    Authors: Michelle Quail, Shelley B Brundage, Josh Spitalnick, Peter J Allen and Janet Beilby
    Citation: BMC Medical Education 2016 16:73
  39. In Ireland, there are currently three educational institutions (recognised institutions- RIs) providing paramedic programmes, accredited by the regulator, the Pre-Hospital Emergency Care Council (PHECC). Each ...

    Authors: Shane Knox, Charles Brand and Catherine Sweeney
    Citation: BMC Medical Education 2023 23:952
  40. This research explores the value of an inter-organisational jurisdiction, on the professional development of faculty members in their roles of researcher and educator. Faculty members from a Dutch university o...

    Authors: Margot Barry, Wietske Kuijer-Siebelink, Loek A. F. M. Niewenhuis and Nynke Scherpbier
    Citation: BMC Medical Education 2020 20:327

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