UWA SPOT/SET Project

382)          the clinical teacher has encouraged me to act in a professional manner.

The clinical teacher conveys to their student in a variety of ways the essence of professional behavior. Sometimes students need more than just modelling on the part of the teacher to encourage them to act professionally.

•         Developing Professional Behaviours (Kasar & Clark, 2000) covers a range of areas in professional development, including those related to clinical situations.
•          Ladyshewsky (1995) outlines five principles of effective supervision, including being a role model and interacting well with other staff and patients (pp. 22-23).
•         McCarthy (1982) in The Medical Teacher (Cox & Ewan., 1982) makes ten recommendations for bedside teaching (Chap. 16, pp. 102-105).
•         Newble & Cannon (1983) stress the need to set a good example for students to follow in a clinical setting, particularly the way to relate to patients. They look at some strategies to improve ward-based teaching.

Cox, K. R., & Ewan., C. E. (Eds.). (1982). The Medical Teacher. New York: Churchill-Livingstone.

Kasar, J., & Clark, E. N. (Eds.). (2000). Developing Professional Behaviors. Thorofare, NJ: Slack.

Ladyshewsky, R. (1995). Clinical Teaching, HERDSA Gold Guide No.1. ACT: Higher Education and Research Development Society of Australasia.

Newble, D., & Cannon, R. (1983). A handbook for clinical teachers. Boston: MTP Press.