Producing competent doctors — The art and science of teaching clinical skills
Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of cl...
Ausführliche Beschreibung
Autor*in: |
Dhaliwal, Upreet [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2017 |
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Schlagwörter: |
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Anmerkung: |
© Indian Academy of Pediatrics 2017 |
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Übergeordnetes Werk: |
Enthalten in: Indian Pediatrics - Springer-Verlag, 2010, 54(2017), 5 vom: 02. Feb., Seite 403-409 |
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Übergeordnetes Werk: |
volume:54 ; year:2017 ; number:5 ; day:02 ; month:02 ; pages:403-409 |
Links: |
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DOI / URN: |
10.1007/s13312-017-1114-2 |
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SPR031293603 |
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10.1007/s13312-017-1114-2 doi (DE-627)SPR031293603 (SPR)s13312-017-1114-2-e DE-627 ger DE-627 rakwb eng Dhaliwal, Upreet verfasserin aut Producing competent doctors — The art and science of teaching clinical skills 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Indian Academy of Pediatrics 2017 Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development. Clinical competence (dpeaa)DE-He213 Competency-based education (dpeaa)DE-He213 Feedback (dpeaa)DE-He213 Professional practice (dpeaa)DE-He213 Supe, Avinash aut Gupta, Piyush aut Singh, Tejinder aut Enthalten in Indian Pediatrics Springer-Verlag, 2010 54(2017), 5 vom: 02. Feb., Seite 403-409 (DE-627)SPR031274943 nnns volume:54 year:2017 number:5 day:02 month:02 pages:403-409 https://dx.doi.org/10.1007/s13312-017-1114-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_70 GBV_ILN_72 GBV_ILN_110 GBV_ILN_131 GBV_ILN_160 GBV_ILN_376 GBV_ILN_607 AR 54 2017 5 02 02 403-409 |
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10.1007/s13312-017-1114-2 doi (DE-627)SPR031293603 (SPR)s13312-017-1114-2-e DE-627 ger DE-627 rakwb eng Dhaliwal, Upreet verfasserin aut Producing competent doctors — The art and science of teaching clinical skills 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Indian Academy of Pediatrics 2017 Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development. Clinical competence (dpeaa)DE-He213 Competency-based education (dpeaa)DE-He213 Feedback (dpeaa)DE-He213 Professional practice (dpeaa)DE-He213 Supe, Avinash aut Gupta, Piyush aut Singh, Tejinder aut Enthalten in Indian Pediatrics Springer-Verlag, 2010 54(2017), 5 vom: 02. Feb., Seite 403-409 (DE-627)SPR031274943 nnns volume:54 year:2017 number:5 day:02 month:02 pages:403-409 https://dx.doi.org/10.1007/s13312-017-1114-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_70 GBV_ILN_72 GBV_ILN_110 GBV_ILN_131 GBV_ILN_160 GBV_ILN_376 GBV_ILN_607 AR 54 2017 5 02 02 403-409 |
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10.1007/s13312-017-1114-2 doi (DE-627)SPR031293603 (SPR)s13312-017-1114-2-e DE-627 ger DE-627 rakwb eng Dhaliwal, Upreet verfasserin aut Producing competent doctors — The art and science of teaching clinical skills 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Indian Academy of Pediatrics 2017 Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development. Clinical competence (dpeaa)DE-He213 Competency-based education (dpeaa)DE-He213 Feedback (dpeaa)DE-He213 Professional practice (dpeaa)DE-He213 Supe, Avinash aut Gupta, Piyush aut Singh, Tejinder aut Enthalten in Indian Pediatrics Springer-Verlag, 2010 54(2017), 5 vom: 02. Feb., Seite 403-409 (DE-627)SPR031274943 nnns volume:54 year:2017 number:5 day:02 month:02 pages:403-409 https://dx.doi.org/10.1007/s13312-017-1114-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_70 GBV_ILN_72 GBV_ILN_110 GBV_ILN_131 GBV_ILN_160 GBV_ILN_376 GBV_ILN_607 AR 54 2017 5 02 02 403-409 |
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10.1007/s13312-017-1114-2 doi (DE-627)SPR031293603 (SPR)s13312-017-1114-2-e DE-627 ger DE-627 rakwb eng Dhaliwal, Upreet verfasserin aut Producing competent doctors — The art and science of teaching clinical skills 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Indian Academy of Pediatrics 2017 Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development. Clinical competence (dpeaa)DE-He213 Competency-based education (dpeaa)DE-He213 Feedback (dpeaa)DE-He213 Professional practice (dpeaa)DE-He213 Supe, Avinash aut Gupta, Piyush aut Singh, Tejinder aut Enthalten in Indian Pediatrics Springer-Verlag, 2010 54(2017), 5 vom: 02. Feb., Seite 403-409 (DE-627)SPR031274943 nnns volume:54 year:2017 number:5 day:02 month:02 pages:403-409 https://dx.doi.org/10.1007/s13312-017-1114-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_70 GBV_ILN_72 GBV_ILN_110 GBV_ILN_131 GBV_ILN_160 GBV_ILN_376 GBV_ILN_607 AR 54 2017 5 02 02 403-409 |
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Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development. © Indian Academy of Pediatrics 2017 |
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Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development. © Indian Academy of Pediatrics 2017 |
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Abstract For a doctor to provide medical care with competence, he must not only have knowledge but must also be able to translate that knowledge into action. It is his competence in clinical skills that will enable him to practice safely and effectively in the real world. To ensure acquisition of clinical skills, medical teachers must adopt teaching methods that prioritise observation, practice, feedback; and more practice. We try to elucidate the meaning of clinical skills, the challenges inherent in clinical skills training in India, training models that have shown success in practice and can be adopted in the Indian context, and various techniques to enhance skill-training, including the giving of feedback, which is a critically important component of skills development. © Indian Academy of Pediatrics 2017 |
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