Effective and efficient clinical teaching is essential with dwindling training hours and growing numbers of trainees and students, however, standards are variable across the UK and USA. Formative evaluation of clinical teaching performance can lead to standardisation and improvement. Current evaluation tools were assessed and found wanting in their development of appropriate formative criteria to evaluate. I employed a grounded theory exploration of ward round teaching to identify factors associated with effective or ineffective learning outcomes to inform the development of a new formative evaluation tool. The thesis was in two phases.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:500959 |
| Date | January 2009 |
| Creators | Chitsabesan, Praminthra |
| Publisher | University of Newcastle Upon Tyne |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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