Measuring the whole or the parts?: Validity, reliability, and responsiveness of the disabilities of the arm, shoulder and hand outcome measure in different regions of the upper extremity

Teaching is a demanding and complex task. This guide looks at teaching and what it involves. Implicit in the widely accepted and far-reaching changes in medical education is a changing role for the medical teacher. Twelve roles have been identified and these can be grouped in six areas in the model presented: (1) the information provider in the lecture, and in the clinical context; (2) the role model on-the-job, and in more formal teaching settings; (3) the facilitator as a mentor and learning facilitator; (4) the student assessor and curriculum evaluator; (5) the curriculum and course planner; and (6) the resource material creator, and study guide producer. As presented in the model, some roles require more medical expertise and others more educational expertise. Some roles have more direct face-to-face contact with students and others less. The roles are presented in a 'competing values' framework-they may convey conflicting messages, e.g. providing information or encouraging independent learning, helpi...

AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher

Explaining high rates of depression in chronic pain: A diathesis-stress framework.

Background
The purpose of this review was to identify critical data and research needs in addressing the following question: What are the primary factors that affect the time lost from work, return-to-work (RTW), subsequent unemployment, and changes in occupation after disabling illness or injury?

Methods
Review of the literature to identify research challenges originating from the multitude of disciplines, data sources, outcome measures, and methodological and analytical problems.

Results
About 100 different determinants of RTW outcomes were identified. Their impact varies across different phases of the disablement process. Recommendations are provided for addressing five selected research challenges.

Conclusion
Interdisciplinary research needs to develop a comprehensive conceptual framework. Priority should be given to studies on specific domains of risk factors meeting five selection criteria: amenability to change; relevance to users of research; generalizability across health conditions, disability phases, and settings; “degree of promise” as derived from qualitative exploratory studies; and capacity to improve measurement instruments. Combining qualitative and quantitative research methods is necessary to bridge existing knowledge gaps. Am. J. Ind. Med. 40:464–484, 2001. © 2001 Wiley-Liss, Inc.

Determinants of duration of disability and return‐to‐work after work‐related injury and illness: Challenges for future research

Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine

Pilgrimage of pain: The illness experiences of women with repetition strain injury and the search for credibility

1 Clinical teaching.- 2 Foundations of clinical teaching and learning.- 3 Learning in the laboratory.- 4 The briefing: preparing students for clinical practice.- 5 Learning through clinical practice.- 6 Debriefing: reflecting on practice.- 7 From student to nurse.

Clinical Teaching in Nursing

Trends in nurse education - towards the 21st century. Deciding what to teach. Helping students learn. Managing the learning session. Fostering clinical learning. Teaching and learning in the workplace. Learning about values, human rights and ethics. Assessing learning. Evaluating teaching.

Teaching Nursing: A Self-Instructional Handbook

Chapters 1 and 2 raised some of the important issues facing clinical teachers in nursing and explored the theoretical foundations upon which clinical learning and teaching may be based. Each of the following chapters draws on that material and relates it to the practice of clinical teaching. Using a self-instructional style a number of activities are suggested to enable you to draw on your own teaching practice as the basis for analysis and consideration of alternative approaches. Although the feedback which follows the activities can be read as a text in the usual way there are advantages in applying the practical examples provided to your own experience. The questions and activities may trigger ideas for your own teaching which may go unrecognized if the text is read without a gentle nudge from time to time.

Christine Ewan

Papers

Pilgrimage of pain: The illness experiences of women with repetition strain injury and the search for credibility

Clinical Teaching in Nursing

Teaching Nursing: A Self-Instructional Handbook

Learning in the laboratory

The crisis of scientific research