Abstract
Background: A good planning of clinical teaching which is followed by systematic implementation results in better training outcomes. This paper defines the detailed roles of tutor, students, patients, and the clinical learning environment from the planning phase to what should be done post the session. It relies on the idea of using checklist (tips). Our hypothesis is that checklist summarizes all relevant information in a single abstraction.
Methods: A literature review of various databases such as PubMed, Google scholar, and Cochrane with different search terms and search strategies were done. Qualitative and quantitative studies published in English in the aforementioned databases, discussing both the concepts of clinical teaching as well as the roles of tutor, students, patients, and environment were reviewed. In addition, authors' experience as clinical educators were further used to define the variables. The term tips are used to refer to the steps in a checklist.
Results: Sixty tips were identified. These tips highlight the roles and characteristics of: clinical tutors (26 tips), students (18 tips), clinical environment (8 tips), and patients (8 tips).
Conclusions: These tips serve as a mini guide to everyone who conduct clinical teaching to medical students in the ward.