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Clinical Teaching

In Practice | Resources

Acknowledgement: Information in this section of the Toolkit has been adapted with permission from the Certificate in Learning and Teaching (CiLT).

Image of clinical teachingClinical teaching moves the student beyond the classroom theories to the reality of practicing their profession. Your role in guiding students through the rigours of responding to professional practice includes bridging the gap between the theoretical application of their learning to safely demonstrating their skills in the workplace.

Hints and tips

  • Students are increasingly using technology in their everyday life for communication and learning. Engage with innovative opportunities in technology to provide the best learning experience for students;
  • Explore ways of accommodating the changing needs of students, including programming for part-time learning;
  • Use flexible ways of teaching students, including e- learning and distance learning, to support practically-focussed clinical experience.


Example: Outreach Training Programme for dentistry

Dr Adrian Jowett, School of Clinical Dentistry

The School of Clinical Dentistry have developed an Outreach Training Programme which enables Dental Surgery and Dental Therapy students to gain experience of working in community-based practices.

Example: Practising clinical competencies using Serious Games

Dr Pirashanthie Vivekananda-Schmidt, Dr. Daniele Bryden, Richard Davidson, Robin Farr, Ash Self, Academic Unit of Medical Education

In certain higher education training, such as healthcare, there is a need to acquire specific competencies in controlled learning environments. However, there is often a gap in how and when students are first able to safely apply these competencies in the workplace. By immersing students in what may be real work life scenarios, Serious Games allows students to try out their skills in virtual environments


Following are some innovative examples of approaches to clinical teaching.

Bullet Masterclass: Innovative feedback strategies in clinical practice

Presentation by Dr Helen Griffiths (Senate Award Fellow, Orthoptics) and Margaret Freeman (FDLT Faculty of Medicine, Dentistry and Health, Human Communication Sciences) at the 6th Annual Learning and Teaching Conference 2012.

This masterclass demonstrates some of the most effective strategies for translating theory into practice. Innovative approaches to clinical feedback and reflective practice are showcased. How do these methods help students become more effective: both in future academic work and as developing professionals?

Listen to an audio recording of this presentation.

Bullet Using peer buddies on clinically-focussed modules

Presentation by Sally Underwood (Nursing & Midwifery) at the 6th Annual Learning and Teaching Conference 2012 (Click Session 6a to download)

All disciplines concerned with human interaction and intervention need to be ‘practically wise’, which is difficult to achieve within a classroom setting. Facilitation of a peer buddy system addresses the issues of clinical learning to enhance the students’ study experience.

Bullet The ‘patients as educators’ programme

Presentation by Dr Amir Burney (Academic Unit of Medical Education) and Martin Hague (Manager for Clinical Skills and Patients as Educators) at the 6th Annual Learning and Teaching Conference 2012 (Click Session 6b to download)

Seeing patients is an integral aspect of medical education and training. However, shorter hospital stays and increasing student numbers limit the opportunities for students to see certain types of patients and thus develop their skills appropriately. Involving patients as educators is an innovative solution to overcome these problems.

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