ORCID Profile
0000-0002-8360-4031
Current Organisations
Brigham and Women's Hospital
,
Harvard Medical School
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Publisher: Informa UK Limited
Date: 29-11-2021
Publisher: Wiley
Date: 02-03-2021
DOI: 10.1111/TCT.13329
Abstract: Clinical educators who wish to engage in scholarship in health professions’ education (HPE), are ideally poised at the intersection of educational theories and their application to educational practice. However, the burden of clinical practice does not often allow the time and space for scholarly writing. Being part of a collaborative writing team, incorporating members with varying levels of expertise, from different health care professions, and at different stages of their career, can provide valuable opportunities for clinicians to contribute to scholarship. Such collaborations can also bridge the gap between scholarship and educational practice in clinical settings. In this paper, we emphasise the benefits of collaborative writing, describe challenges for clinical educators in starting writing projects, and identify potential solutions. We outline a systematic approach to collaborative writing grounded in literature and our own experiences. Three key concepts underpin the provided recommendations: types and standards for scholarship, leadership and followership and communities of practice. Psychological safety, mentoring and a growth mindset are emphasised as integral to successful team projects. Finally, we argue that collaborative writing groups in clinical education can be powerful communities of practice where the overall contribution to the field can be greater than the sum of its parts.
Publisher: Informa UK Limited
Date: 27-10-2020
Publisher: Informa UK Limited
Date: 25-03-2020
Publisher: Informa UK Limited
Date: 30-05-2012
Publisher: Wiley
Date: 19-02-2020
DOI: 10.1111/TCT.13144
Publisher: Korean Society of Medical Education
Date: 09-2023
Abstract: Purpose: The practice of feedback is influenced by the characteristics of students, teachers, and the clinical environment. Most studies on feedback have been conducted in Western settings with different sociocultural backgrounds to Indonesia. This study explores feedback in Indonesian clinical clerkship using a sociocultural lens and aims to provide an exemplar of adaptive practice relevant to non-Western settings.Methods: This qualitative study was conducted using an interpretive phenomenology approach. Data were collected through focus groups with students and teachers and interviews with program coordinators. Data were transcribed verbatim and grouped according to data sources, coded, and analyzed thematically.Results: Themes identified from the focus group discussions and interviews were categorized as student, teacher, and environmental factors. Student factors include dependence on feedback, tendencies to use a group approach, difficulties recognizing social rules, a perceived lack of resilience, and tendencies to doubt praise. Factors related to teachers include a high level of expertise, being extremely busy, having a strong commitment, and being unsure of students’ acceptance of feedback. Clinical environment factors influence interactions between teachers and learners and include high power distance and collectivistic values. A safe environment is needed to ensure effective feedback interactions.Conclusion: High power distance, collectivism, and generational characteristics of students likely impact feedback practice in clinical settings. Designing a safe environment is essential for effective feedback practice.
Publisher: Ubiquity Press, Ltd.
Date: 13-10-2020
DOI: 10.1007/S40037-020-00623-Y
Abstract: Background Conversations about educational challenges and potential solutions among a globally and culturally erse group of health professions’ educators can facilitate identity formation, mentoring relationships and professional network building. The COVID-19 pandemic has made it even more important to co-create and disseminate knowledge, specifically regarding online and flexible learning formats. Approach Based on the principles of social learning, we combined speed mentoring and world café formats to offer a virtual Zoom™ workshop, with large and small group discussions, to reach health professions’ educators across the globe. The goal was to establish a psychologically safe space for dialogue regarding adaptation to online teaching-learning formats. Evaluation We aimed to establish psychological safety to stimulate thought-provoking discussions within the various small groups and obtain valuable contributions from participants. From these conversations, we were able to formulate ‘hot tips’ on how to adapt to (sometimes new) online teaching-learning formats while nurturing teacher and student wellbeing. Reflection Through this virtual workshop we realized that despite contextual differences, many challenges are common worldwide. We experienced technological difficulties during the session, which needed rapid adaptation by the organising team. We encouraged, but did not pressure, participants to use video and audio during breakout discussions as we wanted them to feel safe and comfortable. The large audience size and different time zones were challenging therefore, leadership had to be resilient and focussed. Although this virtual format was triggered by the pandemic, the format can be continued in the future to discuss other relevant global education topics.
No related grants have been discovered for Subha Ramani.