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Enhancing the inpatient ward learning environment: A practical guide.

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Title: Enhancing the inpatient ward learning environment: A practical guide.
Authors: Carter, Adam Nicholas1 (AUTHOR) adam.carter@merton.ox.ac.uk, Gifford, Albert1 (AUTHOR), Lyons, Amy Victoria1 (AUTHOR), Milton, Joseph Sebastian1 (AUTHOR), Streeter, Hamish1 (AUTHOR), Carter, Matthew2 (AUTHOR)
Source: Clinical Teacher. Dec2021, Vol. 18 Issue 6, p590-595. 6p.
Subject Terms: *Classroom environment, *Active learning, *Medical students, *Medical education, *Educators, *Team learning approach in education
Abstract: Inpatient ward placements are rich with practical learning opportunities for medical students; however, many such opportunities go overlooked and underused. Newly qualified doctors often feel underprepared for work on wards; improving student experience on ward placements can address this. Although this requires an active effort from both students and clinical educators, it is not arduous and has mutual benefit: improving medical education while simultaneously reducing staff workload. Here, we present a guide for both teachers and students highlighting three key areas of ward learning that may be improved: strategies to drive active learning, integration of students into the ward team and underutilised resources to develop a patient‐centred approach. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Dec2021, Vol. 18 Issue 6, p590-595. 6p.
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  Data: Inpatient ward placements are rich with practical learning opportunities for medical students; however, many such opportunities go overlooked and underused. Newly qualified doctors often feel underprepared for work on wards; improving student experience on ward placements can address this. Although this requires an active effort from both students and clinical educators, it is not arduous and has mutual benefit: improving medical education while simultaneously reducing staff workload. Here, we present a guide for both teachers and students highlighting three key areas of ward learning that may be improved: strategies to drive active learning, integration of students into the ward team and underutilised resources to develop a patient‐centred approach. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2021
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