Mini Singh
Biographic Data
| ID | 9555758 |
|---|---|
| NAME | Mini Singh |
| GIVEN NAMES | Mini |
| FAMILY NAME | Singh |
| SIGNATURE | SINGH M |
| AFFILIATIONS | The Medical School, Edge Hill University |
| ORCID | 0009-0008-4701-0288 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teaching clinical reasoning in medical education
Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education
Clinical teachers do not acquire teaching skills through their traditional health professional education. Faculty development programmes are required to train these clinicians in essential educational theory and practical teaching skills. Such interventions are critical to successful clerkship experiences and preparedness for professional practice. However, sustained engagement in these programmes is challenging. Education and healthcare organisa…
Effect of breathing intervention in patients with Covid and healthcare workers
http://ctri.nic.in/Clinicaltrials/login.php, identifier: CTRI/2020/10/028195
Consensus statement on the content of clinical reasoning curricula in undergraduate medical education
INTRODUCTION: Effective clinical reasoning is required for safe patient care. Students and postgraduate trainees largely learn the knowledge, skills and behaviours required for effective clinical reasoning implicitly, through experience and apprenticeship. There is a growing consensus that medical schools should teach clinical reasoning in a way that is explicitly integrated into courses throughout each year, adopting a systematic approach consis…
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Consensus statement on the content of clinical reasoning curricula in undergraduate medical education
INTRODUCTION: Effective clinical reasoning is required for safe patient care. Students and postgraduate trainees largely learn the knowledge, skills and behaviours required for effective clinical reasoning implicitly, through experience and apprenticeship. There is a growing consensus that medical schools should teach clinical reasoning in a way that is explicitly integrated into courses throughout each year, adopting a systematic approach consis…
Effect of breathing intervention in patients with Covid and healthcare workers
http://ctri.nic.in/Clinicaltrials/login.php, identifier: CTRI/2020/10/028195
Twelve Tips to Deliver Large Scale Faculty Development in Health Professional Education
Clinical teachers do not acquire teaching skills through their traditional health professional education. Faculty development programmes are required to train these clinicians in essential educational theory and practical teaching skills. Such interventions are critical to successful clerkship experiences and preparedness for professional practice. However, sustained engagement in these programmes is challenging. Education and healthcare organisa…
Teaching clinical reasoning in medical education
Innovations in Medical Education (3 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Curriculum (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Apprenticeship (1 work) · Cartography (1 work) · Educational measurement (1 work) · Educational Strategies and Epistemologies (1 work)