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EDCARE CLINICAL NURTURING

It’s all about ‘learning’.

'Learning' is the key to everything.

'Mentoring', 'Coaching', 'Fostering'

Shaping your clinical approach

Basic clinical skill training is regarded as a crucial component of the undergraduate medical curriculum. Despite their significance, however, the development of clinical skills in medical students may be "haphazard and random" (Wall et al. 2006), and their success is based on "individual motivation, access to patients, and quality of teaching." ( Ledingham & Dent 2001).

 

The "EdCare Clinical Nurturing" program does more than only expose students to clinical work, which is insufficient. It should rather be described as "curriculum in action."

 

This course is exclusively designed for the medical graduates and undergraduates to enhance the clinical skills in medical practice, through class room teaching,mentoring, coaching and near-peer mentoring.

Students will be prepared for Standard Medical Pathway Examinations (ERPM, AMC, PLAB etc)  and it provides the clinical  knowledge & skills to prepare for these examinations.

'EdCare Clinical Nurturing' approaches:

01. Class room teaching.

  • Construction of clinical knowledge (all main clinical disciplines) of the students

  • Teaching how to take complete patient history

  • Teaching the components of a complete patient history

  • Teaching the steps of c complete patient history

  • Use pedagogical techniques to increase knowledge

  • Various teaching Learning methods-Problem Based Learning, Scenario Based Learning,

  • Blended learning (In person & on line)

02. Mentoring

  • Focus on each individual by guiding (one-to-one)

  • Guiding throughout the course (during university learning & away from university)

  • Following up the progress

  • Discussion based approaches

  • Using motivation methods to increase the students’ active participation

  • In person & online approaches

‘EdCare Clinical Nurturing’ programme has two components:

  1. Refresher Course in Emergency Practice (RCEP)

  2. Essentials in Clinical Practice (ECP)

1. Refresher Course in Emergency Practice (RCEP)

Skills and knowledge, the primary prerequisite for emergency management is the doctor's up-to-date expertise, which helps with early diagnosis and treatment.

Course is designed in three levels, where each individual should complete Level 1 to follow Level 2 and should complete Level 2 to follow Level 3.

Level 1

Core life saving skills

Level 2

A set of life-saving techniques and protocols known as Advanced Life Support (ALS) go beyond Basic Life Support (BLS).

Level 3

Management of common medical (Medicine/Pediatrics) and surgical (Surgery/Gyn & Obs) emergencies, with scenario-based learning.

03. Coaching

  • Focus on one individual or a group addressing specific areas of improvement

  • Observation of skills & behaviors

  • Encourage critical self reflection

  • Individual goal setting for students

  • Constantly pushes for improved performances

04. Near-peer mentoring.

  • Through senior students in the university

  • Through the students in same batch

  • Learning with Study groups

  • Special arrangements during university exams

2. Essentials in clinical practice (ECP)

Course Outline

Clinical Disciplines

  • General Medicine

  • Paediatrics

  • Surgery

  • Gyn & Obs

  • Psychiatry

  • Emergency in clinical

Exam components

  • Theory

  • Oral-Clinical examination & Viva

Essentials in clinical skills

  • Doctor-Patient communication

  • History Taking

  • Clinical Examination

  • Investigation & Management

The course is run using SNAPPS, a learner-centered teaching strategy for clinical education that consists of six parts.

In learner-centered education, the student actively participates in their educational encounter by going beyond the facts to discuss the patient encounter, express their clinical reasoning, ask questions, and engage in follow-up learning that is relevant to the educational encounter.

S - Summarize briefly the history and findings

N - Narrow the differential to two or three relevant possibilities

A - Analyze the differential comparing and contrasting the possibilities

P - Probe the preceptor by asking questions about uncertainties, difficulties, or alternative approaches

P - Plan management for the patient’s medical issues

S - Select a case-related issue for self-directed learning

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