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Purpose of Clinical Teaching: Mitzi Joy E. Delatina Bmls 4A Jesus Me Strat # 1: Clinical Teaching

Clinical teaching has the purpose of combining theory and practice, allowing students to perfect skills through observation and refine problem-solving. It aims to develop cultural competence and organization skills while socializing students in the clinical laboratory. The clinical laboratory should not be misused by giving students work experience over education, too much patient care responsibility, or more evaluation than teaching. Clinical teaching models are discussed but not described.

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Marian Joyce Lerman
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42 views1 page

Purpose of Clinical Teaching: Mitzi Joy E. Delatina Bmls 4A Jesus Me Strat # 1: Clinical Teaching

Clinical teaching has the purpose of combining theory and practice, allowing students to perfect skills through observation and refine problem-solving. It aims to develop cultural competence and organization skills while socializing students in the clinical laboratory. The clinical laboratory should not be misused by giving students work experience over education, too much patient care responsibility, or more evaluation than teaching. Clinical teaching models are discussed but not described.

Uploaded by

Marian Joyce Lerman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Mitzi Joy E.

Delatina Bmls 4A Jesus ♥Me


Strat # 1: Clinical Teaching
PURPOSE OF CLINICAL TEACHING

1. Where theory and practice come together


2. To perfect or master skills
3. To have an opportunity for observation
4. To refine problem-solving, decision-making, and
critical thinking skills.
5. To gain organization and time management
skills
6. To develop cultural competence
7. To become socialized in the clinical laboratory

MISUSE OF THE CLINICAL LABORATORY

1. Students have been sent to the clinical


setting to gain work experience rather than
to achieve educational objectives.
2. When novices are given too much
responsibility for patient care.
3. When learners are supervised and
evaluated more than they are taught.

MODELS OF CLINICAL TEACHING

1.

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