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Biomedical subjects

John A Dent

Publications and source records attributed to John A Dent.

7 recordsLinked to original sources
PubMed2005

Twelve tips for developing and maintaining a simulated patient bank.

Simulated patients have become almost indispensable in the education and training of health care professionals. Their contribution to the creation of a safe, yet realistic, learner centred environment is invaluable. Their support in enabling learners at all stages of their professional careers to develop both competence and confidence through repeated practice helps to ensure that learning from real patients can be maximized. A simulated patient bank can enable tracking and training of simulated patients to be coordinated in an effective and efficient way both for patients and learners. This paper shares experiences of developing a simulated patient bank against the background of changes in health care delivery and education and training. Twelve tips to developing and maintaining a simulated patient bank have been identified. The tips focus on the needs of the simulated patient bank and ensure that training is at an appropriate level for the learners, patient care is not compromised and simulated patients feel they are valued members of the educational team.

Communication↗
PubMed2005

Can a dedicated teaching and learning environment in ambulatory care improve the acquisition of learning outcomes?

Current trends in undergraduate medical education are moving away from traditional ward based learning to ambulatory care teaching. We wanted to know whether students gain more learning outcomes from a dedicated ambulatory teaching environment than a conventional outpatient clinic. A comparative evaluation study using a semi-structured student questionnaire and a structured patient questionnaire was performed. Results indicated the learning environment and organization of the teaching in the Ambulatory Care Teaching Centre (ACTC) rated higher. Surprisingly, however, more learning outcomes were achieved in the conventional outpatient clinic setting, but each venue demonstrated particular strengths with regard to individual outcomes. The level of patient satisfaction in the ACTC was high implying patient care was not adversely affected utilizing this setting. This information will inform practice for the content of future teaching sessions in the outpatient setting.

Ambulatory Care↗
PubMed2005

AMEE Guide No 26: clinical teaching in ambulatory care settings: making the most of learning opportunities with outpatients.

Increasing student numbers and changes in healthcare delivery are making inpatient settings less ideal for teaching undergraduate students. As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to developing opportunities for clinical teaching in this setting. This Education Guide describes the opportunities to be made available by introducing clinical teaching into ambulatory care venues not usually used for undergraduate teaching as well as different models for maximizing student/patient interaction in traditional outpatient clinics. In general there has been only a limited development of teaching initiatives in such ambulatory care areas as accident and emergency departments, clinical investigation units, radiology and imaging suites or the departments of professions allied to medicine. Each of these venues provides different resources suitable for clinical teaching and has its own advantages and disadvantages. A variety of models for facilitating student groups in these venues can be used. Practical advice is provided for the clinical tutor about to supervise clinical teaching in any of these ambulatory care settings. In contrast the development of a dedicated Ambulatory Care Teaching Centre allows the use of specific instructional strategies and can focus teaching on specific body systems illustrated by clinical volunteers invited to attend from a 'bank' of previous patients with stable clinical conditions. Finally, a teaching programme based on the day surgery unit is described as a way of achieving a variety of educational objectives in a busy resource that may not previously have been used for teaching.

Ambulatory Care↗
PubMed2003

Twelve tips for developing a clinical teaching programme in a day surgery unit.

Healthcare policy in the UK is moving towards an expansion in day care services. As it becomes increasingly difficult to deliver clinical teaching to undergraduates in traditional inpatient venues, opportunities must be sought in ambulatory care. The proposed increased activity of day surgery units provides one such resource for the development of a structured clinical teaching programme. This paper highlights 12 tips for the preparation, delivery and evaluation of a clinical teaching programme in the day surgery unit. It describes the implications for staff and resources and indicates the educational opportunities that can be provided.

Ambulatory Surgical Procedures↗
PubMed2002

Information-sharing strategies to support practising clinicians in their clinical teaching roles.

If the involvement of practising clinicians in undergraduate clinical teaching is to be retained, strategies that inform them of student expectations and show how their contribution can be integrated to the wider clinical teaching programme must be identified. A variety of information-sharing strategies has been designed and used to communicate with clinicians teaching in Phase 2 of the undergraduate medical curriculum in Dundee. Evaluation of these by the clinical teaching staff has indicated that briefing by students, posters and tutor manuals are more successful information-sharing strategies than formal staff-development sessions.

Cooperative Behavior↗
PubMedDate not supplied

Hemiarthroplasty for severe fractures of the proximal humerus.

Twenty-two patients were followed up at a mean of 33 months after hemiarthroplasty for proximal humeral fractures. Of these, 13 underwent surgery within 30 days of injury and 9 after a mean of 13 months. Outcome was assessed by pain, range of motion, function, stability, and strength. Results were comparable to those from specialist centers. Pain relief was the most predictable outcome. Mean active forward flexion was 93 degrees, active external rotation 24 degrees, and internal rotation to L1. Most patients were satisfied with the outcome. The results were better in younger patients. One patient required a revision after 7 years for aseptic loosening. The severity of the fracture and timing of the operation did not appear to have a bearing on the outcome. Technical problems at surgery, greater tuberosity displacement, late rotator cuff rupture, and poorly motivated patients were the main reasons for failure.

Aged↗