Clinical Practice Literature Review

CHAPTER II

2.0 LITERATURE REVIEW

This chapter will provide review from previous research and articles that is related to this research topic. There are previous researches that have done research on the integration of theory into practice and develop a better understanding on the correlation between theory learning and also clinical practices among students. Other than that, the importance of both theory and clinical practical has been discussed.

2.1 DEFINITION OF THEORY LEARNING

The knowledge based in medical imaging and management science includes theory, which in turn includes concepts, methods and principles. The principles are related and can be observed and can be verified by some degree when they are translated into the art or practice

It is important that educators reiterated theory components of the current program teaches practical procedures in clinical skills laboratories. This can be achieved by using a variety of teaching tools and strategies, such as demonstration with the appropriate clinical scenario equipment and props, role playing, watching video and DVD, case studies and question session. Educational strategies will help students to integrate theory into practice (Maginnis C, Croxon L, 2010).

Advancement in undergraduate medical education is traditionally dependent upon successful performance on written examinations which evaluate knowledge and clinical reasoning skills. In practice, however, clinical expertise is reflected in the quality of patient care provided by the

Interactive workshops can result in changes to the knowledge or skills; Didactic sessions alone are unlikely to change professional practice (Paul E. Mazmanian, David A. Davis, 2002)

There is a rich ongoing debate about our understanding of the complex process of clinical diagnostic reasoning. In this report, some of the basic process involved in clinical reasoning, as understood according to current knowledge which is translated into practical and specific recommendations for promoting the development of strong diagnostic reasoning skills in leaners. The recommendations are illustrated by a clinical case presentation and also the knowledge from the theory practices (Judith L. Bowen, M.D., 2006).

The relative medical imaging student is prepared to practice in an area of specialization within the larger domain of medical field. Indeed, this distinctive specialization is a hallmark of the trained radiographer. Such programs provide learning experiences that are based in a variety of patient care settings, such as hospitals, long-term care settings, home health, and/or community settings. These learning experiences should be integrated throughout the program of study, to provide additional practice experiences beyond those acquired in a baccalaureate medical imaging program (Yanzhen Fan,