Facilitation of Learning and Assessment in the Clinical Environment

Facilitation of Learning and Assessment in the Clinical Environment

As affirmed by World Health Organization (WHO), health is the absence of infirmity or disease and a complete state of mental, physical, and social well-being (Andrea Alberto Conti, 2018). As such, applying healthy and medical practices in dealing with the menace that may arise from derailed health systems needs to be prioritized (Atif and Malik, 2020). Various clinical techniques have facilitated clinical practices across various medical institutions. The consequential effect of such methods is the different levels of excellence obtained by each teaching module (Song et al., 2018). However, the clinical teachings are also met with various challenges. As part of the challenges, the learners and the facilitation of the learning play a crucial role in the realization of successful clinical teaching. Equally important, the models effectively stream the competence of medical practitioners to the standards expected by the WHO (Succar, Beaver, and Lee, 2021). Digging into the evaluation and the fabrics embedded in clinical practices, this report will revolve around public health. Accordingly, this report accentuates the Stanford Faculty Development Model (SFDM) and the One-minute Preceptor as applied in the clinical practice of facilitation of learning and assessment. Our assignment writing services will allow you to attend to more important tasks as our experts handle your task. Get in touch with us at eminencepapers.com.

Stanford Faculty Development Model

As affirmed by the model, seven categories of clinical teachings are important in facilitating effective learning and assessment (Bearman et al., 2017). The categories are embedded in understanding and establishing clinical mechanics that are favorable in establishing appropriate developments in medical institutions. As validated by other research institutions, including the University of Indiana, the comprehensive nature of the model is productive in shaping the assessment and the facilitation of learning (Bell, Meyer, and Maggio, 2019). The model’s general objectives are grouped into three groups; enhancement of versatility as a teacher, improvement of the ability to analyze clinical teaching using the educational framework that involves seven components, and the provision of a forum that is instrumental in collegial exchange regarding teaching (Gonzalez et al., 2020). Several experiments have also been conducted using the same module to affirm the authenticity of the development model. Hence, understanding and exposition of the Stanford Faculty Development Model will be instrumental in facilitating learning and assessing clinical practices around public health.

Categories

Promoting a positive learning environment is the first and fundamental aspect of clinical teaching (Rider et al., 2018). Undeniably, the atmosphere created around the clinical practice is determinant in establishing credible relations among the clinical practitioners in their daily routine (Federico et al., 2020). A poor work ethic, as influenced by the working climate, replicates the performance of medical practitioners in delivering quality medical services (Thomas et al., 2020). For instance, the failure of medical practitioners in the public health sector to deliver the standard procedures in treating infectious diseases risks the patients’ lives to a larger extent. In the same light, promoting a positive learning environment is essential in bolstering the facilitation of assessment and learning.

Additionally, session control is a tangible category under the Stanford Faculty Development Model (SFDM) (Carlson et al., 2020). Depending on the group dynamics and the leadership style applied during the learning sessions, the effectiveness of clinical teaching is influenced (Orr and Sonnadara, 2019). The transactional leadership style has proved to be authentic as it focuses on the learner’s interest in line with the leader’s support and expectations (Shanafelt et al., 2020). The associated impact of effective control of sessions plays out in delivering services by medical practitioners in various fields. Public health demands the trust and credibility of medical practitioners in preventing and treating diseases (Jang and Baek, 2018). For instance, during the first phase of the Covid-19 pandemic, most healthcare givers were required to follow the standard procedures to manage the spread of Covid-19. Similarly, successful learning and healthcare practices facilitation would need appropriate session control.

Equally important, the communication of goals is also a category captured under SFDM (Mlambo, Silén, and McGrath, 2021). The guide on the milestones that need to be attained by both the learner and the teacher helps spearhead the facilitation and the assessment of the learning modules. Appropriate levels of rating the efforts of each key player enable the bolstering of the need for improvements across the board. For medical practitioners in public health departments, communicating the goals that need to be attained at each development stage eases the clinical practices to greater lengths—as such, applying this category also affirms the fundamentals that must be adhered to during medical course (Mlambo et al., 2021). Incorporating this category would be beneficial in elevating the performance of facilitation and assessment of the learning.

Nonetheless, the promotion of understanding and retention aids in sieving the performance of the healthcare practice to the advantage of both the learner and the teacher (Fassiotto et al., 2018). In this category, the examination of the tools that the teacher could use in synthesizing and managing a positive student interaction is assessed. Agreeably, the promotion of the students would need in-depth analysis and the student’s understanding of the module (Hilty et al., 2019). As such, the teacher must propagate a meaningful interaction, synthesis, and retention of the learning materials by the student. As applicable in public health, the learner needs to be well equipped with the medical training and the learning materials as deeply as required to foster quality healthcare delivery (Horntvedt et al., 2018). Thus, it is worth integrating the promotion of understanding and retention in facilitating learning and assessment in clinical practices.

Undeniably, evaluation and feedbacks are also important categories that play primary roles in the development and performance of the assessment and facilitation of learning (Lutz et al., 2022). As ingrained in evaluation, the teacher must assess the learner’s skills, knowledge, and attitude based on already established educational goals (Immonen et al., 2019). On the other hand, the teacher is also expected to provide the learner with feedback that constitutes the performance level to establish a progressive approach in both the assessment and the learning. Both categories streamline the learner’s expertise in clinical practice and the formation of reliable mechanics. Examining the student’s performance based on evaluation and feedback would be a boon in developing credible assessment and facilitation of learning.

Lastly, the promotion of self-directed learning also plays a critical role in influencing the excellence of the learner in accumulating effective approaches to clinical practices (Hill et al., 2020). The intentionality and the responsibilities earned by the learner outside formal education influence the depth of learning acquired by the respective learner. This category stresses the importance of skill-set acquisition that effectively develops the learner’s competence in medical practices. Public health also requires affirmative approaches to propelling self-directed learning among students (Penman et al., 2021). Quality learning frameworks and skill sets obtained beyond formal education would be impactful in easing the delivery of quality medical practices under public health (Lou et al., 2019). As such, the appropriateness of the last category is a boon to the medical performance and delivery of effective healthcare practices.

The One-Minute Preceptor

Under this teaching model, the short time available is maximized to provide a simple framework for teaching the learner daily the patient’s healthcare practices (Gatewood et al., 2020). As affirmed by the rule, effective short clinical teachings revolve around the micro-skills applicable by healthcare practitioners in elevating service delivery performance. In most cases, undergraduates are preferred as learners in the medical practice since smaller skills are taught (Savaria et al., 2022). The approach utilizes five categories and systems that streamline the performance of healthcare practitioners. The logical framework narrows down to the step-wise expected performance of the learner in improving the healthcare practice. The one-minute preceptor model stresses the micro-skills that must be considered in delivering positive healthcare practices.

The first step under the one-minute preceptor model is getting a commitment (Arya et al., 2018). By allowing the articulation of opinions from the learners, the teacher fosters a positive working environment that allows for positive relationships. Building trust and commitment sieves out the immature practice of the learner in laying out vague conclusions and plans that effecting their healthcare practices (Horner et al., 2020). Rather, the commitment promotes differential diagnosis and management. Encouraging and building relations among healthcare practitioners in the public health sector would effectively promote an open and interactive process in researching alternative practices that could help shape healthcare delivery (Arya et al., 2018). For instance, during the extreme rise in the Covid-19 pandemic in 2020, facilitating learning and assessment by encouraging extensive research from the learners would be a boon to medical performance and healthcare delivery (Jeong et al., 2021). As such, they are getting a commitment that shapes the growth and development of the learner’s learning and assessment facilitation.

Secondly, probing for supporting evidence also plays a vital component in the effectiveness of learning and assessment (Fagundes et al., 2020). The teacher’s validation of the student’s responses based on their in-depth and outward-looking thoughts on diagnosis, treatments, and other aspects relating to the patient’s problems helps develop a solid foundation for the learner’s performance. In line with the preceding text, the encouragement of the learner to engage in education beyond formal learning aids in shaping the skills relating to objectivity in getting involved in a positive and improving health practice (Fagundes et al., 2020) and, as such, probing for supporting evidence is instrumental in shaping positive facilitation of learning and assessment.

Thirdly, teaching general rules is also important under the one-minute preceptor (Lee et al., 2020). The general rules involve applying sharable medical skills from one patient to another. The learner is fed with information that can be positively utilized for future patients. For instance, medical and effective healthcare practices applied to patients suffering from Tuberculosis can be extended to several other patients diagnosed with other common infectious diseases with some close characteristics to Tuberculosis. In the long run, the learner acquires general and basic medical skills that are beneficial and time-saving (Dempsey et al., 2022). Thus, teaching general rules is instrumental in promoting regular quality assessment and student learning.

Fourthly, reinforcement of what was done well also contributes to a good performance and application of the micro-skills (Petri et al., 2019). Support involves negative and positive analysis gently to encourage the learner to adjust to the required situations positively. The specificity in the reinforcement boosts the morale of the practitioner in continuously growing the skills at hand. In the same light, learners in the public health department can improve their performance levels by fostering quality healthcare research that competes against skewed research levels (Pierce et al., 2020). Accordingly, incorporating reinforcement with positive and effective feedback propels the learner’s performance to positive levels.

Lastly, correcting mistakes is also vital in validating the effectiveness of the learner’s assessment and facilitation of learning (Ravichandran et al., 2019). Without the elimination of constructive feedback, the learner could progress positively toward attaining the basic requirements required by the health standards. Equally important, the encouragement of self-assessment shapes the performance of medical practitioners in delivering and achieving quality medical practices (Carr, Kirkwood, and Petrovski, 2021). Specificity, in this case, is also credible in facilitating the appropriate and positive performance ingrained in health practices. As such, they are correcting mistakes while encouraging self-assessment from the learner, boosting the performance of the learner’s assessment and learning.

Conclusion

Undeniably, the incorporation of the Standard Faculty Development Model (SFDM) and the one-minute preceptor positively contributes to the performance of the facilitation and the assessment of the learner. As illustrated, the teaching models are categorized into different subgroups that need to be assessed during the learning period. As noted under SFDM, seven categories are considered competent in evaluating the learner’s performance. The categories include promoting a positive learning environment, controlling the sessions, communicating the goals, promoting understanding and retention, evaluating and feedback, and promoting self-directed learning. On the other hand, the one-minute preceptor includes five steps, as illustrated; getting a commitment, probing for support evidence, teaching general rules, reinforcing, and correcting mistakes are the steps. As such, the effectiveness of both teaching models, as illustrated, is effective in establishing positive and healthy learning and assessment.

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Student collaboration and faculty involvement are considered best practices for online education. This week, we will discuss how to facilitate a collaborative learning environment. There are many ways to encourage collaboration in online courses other than discussions, including group projects, blogs, and synchronous group activities such as webinars/Zoom meetings.  Remember, this is not about discussions.  Think about other types of group/collaborative activities.

What do you think are the most important types of collaboration in an online class?

Is student-to-student interaction always necessary? Why or why not?  Explain your reasoning.

How important is faculty involvement in these activities, and what should that look like?

Find an article on collaborative learning that would be of interest to your peers. Cite the source appropriately.