For clinical instructors to be effective they should exhibit certain characteristic and credentials, the author states communication as one of the things that play a crucial role in effective teaching in the clinical arena. The author proves this by a study conducted by Alweshani et al that involved students in Canadian medical school. The study found out that students identified communication as the most fundamental characteristic of clinical instructors. According to the students, clinical instructors with straightforward language communication skills were of more value than those who spoke their language.
The author states professional role models and mentorship as other noteworthy characteristics that clinical instructors should possess. They should also encourage interpersonal communication and independence. To put emphasis on how significant, positive clinical experiences are the author brings on board a study conducted by Belinsky and Tataronis, who studied clinical instructors in radiation therapy. From the study, clinical instructors who had positive clinical education experiences had positive altitude to clinical education. After having proved the fact that the experiences of clinical instructors as students have an effect on attitude towards clinical education, there is no doubt that clinical instructors are almost the only ones responsible for student feeling of being successful or otherwise.
Prove to this is tang et al study that emphasized that the clinical instructor is almost the only one responsible for students feeling. Both students and clinical instructors experience stress. The study showed that clinical instructors experience stress as instructors face overwhelming responsibilities (Ingrassia, 2011). Clinical instructors have the responsibility of monitoring and supervising students. They are responsible for providing educational opportunities as well ensuring that the patients involved are safe.
These responsibilities may cause anxiety and stress to instructors.
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