Reflective Practise in Clinical Teaching

The present paper describes the process of reflective practise in clinical teaching through a workshop entitled 'Effective Clinical Teaching'. The clinical teachers were invited to analyze the content of a videotape in which various clinical teaching scenarios were presented. Following this, they discussed a series of questions designed to promote reflective activities and evaluated the interaction among the student, the client and the clinical teachers in each scenario. The teachers also identified the positive and negative aspects of the teaching approaches portrayed on the tape. Finally, the participants made recommendations that would improve the interaction and suggested alternate teaching strategies to enhance the learning outcome. In addition, there was sharing of clinical teaching experiences among the clinical teachers. Through this process of reflection on action, the clinical teachers were able to understand various teaching approaches as perceived by students, and to address the issues that might hinder student learning in clinical settings. Different reflective activities have also been proposed to enhance student's reflective learning skills

Reflective Practise in Clinical Teaching

The present paper describes the process of reflective practise in clinical teaching through a workshop entitled 'Effective Clinical Teaching'. The clinical teachers were invited to analyze the content of a videotape in which various clinical teaching scenarios were presented. Following this, they discussed a series of questions designed to promote reflective activities and evaluated the interaction among the student, the client and the clinical teachers in each scenario. The teachers also identified the positive and negative aspects of the teaching approaches portrayed on the tape. Finally, the participants made recommendations that would improve the interaction and suggested alternate teaching strategies to enhance the learning outcome. In addition, there was sharing of clinical teaching experiences among the clinical teachers. Through this process of reflection on action, the clinical teachers were able to understand various teaching approaches as perceived by students, and to address the issues that might hinder student learning in clinical settings. Different reflective activities have also been proposed to enhance student's reflective learning skills

Field-scale constructability evaluation of underwater vacuum preloading

There is an ever-increasing demand for land to cope with the rapid economic development worldwide. As a result, new land is always reclaimed from the sea to meet the demand. The soft marine deposit in the seabed is often too weak to support the reclamation and the infrastructure to be built upon it. However, dredging of marine deposit has to be minimized to prevent ecological damage to the marine environment. In-situ improvement of the marine deposit is thus often required. Vacuum preloading is a proven technique to improve the engineering properties of soft clay onshore. However, the viability of applying the technique underwater is yet to be established. Practicality and constructability are important issues. The results of a field-scale constructability evaluation of underwater vacuum preloading are presented in the paper. Different techniques to install a membrane underwater to provide the required air-proof barrier were evaluated by monitoring the vacuum pressure underneath the membrane, pore pressure in the clay in the seabed, and ground settlement as a function of treatment duration

Anti-PL4 in patients with systemic lupus erythematosus with severe renal and haematological disease.

Anti-PL 4 is an autoantibody which binds to a 150 kDa polypeptide and is found in approximately 1% of SLE sera. The clinical and laboratory features of 16 patients who have had anti-PL 4 detected in their serum are presented. Anti-PL 4 is highly specific for SLE (100%) and identifies a population of patients who typically develop severe renal (75 %) and haematological disease (100%)

Data Analytic Framework on Student Participation in Generic Competence Development Activities

202210 bcchAuthor’s OriginalOthersUGC/FDS24/E09/20Publishe