title: Identifying teachable moments in the clinical setting and possible barriers.
abstract: The purpose of this study was to explore the role of teachable moments in the clinical setting and factors that may affect clinical instructors' use of teachable moments. In order to address this purpose, a survey exploring perceptions regarding the role of teachable moments, learning styles on teachable moments, and barriers associated with finding teachable moments was developed by the authors, the Teachable Moments Mentorship Survey. Seventy-four health care professionals who attended a conference on clinical education, held a license in their professional area, and had experience as a clinical instructor completed the survey. Upon examination of the data, two distinct types of barriers emerged, flexible and inflexible. The authors provide a framework for addressing these barriers associated with clinical supervision within the clinical environment.
authors.affiliation: Seton Hall University, School of Health and Medical Sciences, 400 South Orange Ave., South Orange, NJ 07079, USA. Tel 908 754 0997, fax 973 275 2171. Genevieve.zipp@shu.edu.
authors.forename: Genevieve
authors.initials: G
authors.lastname: Pinto Zipp
authors.forename: Carole
authors.initials: C
authors.lastname: Kolber
mesh_terms: D000328:Adult; D000488:Allied Health Personnel / Q000193:education*; D015510:Clinical Medicine / Q000193:education* / Q000379:methods / Q000458:organization & administration; D005260:Female; D006801:Humans; D007318:Inservice Training / Q000379:methods / Q000458:organization & administration; D008297:Male; D008611:Mentors; D008875:Middle Aged; D018802:Patient-Centered Care / Q000379:methods* / Q000458:organization & administration; D000078329:Workforce