Review of Literature for the Learning Needs of Effective Clinical Teachers In the light of Particular Teaching Context, Saudi Arabia

Background The most effective learning needs assessment of clinical teachers should involve the perspectives of all stakeholders teachers, students, patients and professional bodies. Snell, et al. , (2000) suggested that a holistic, valid learning needs measurement requires the inclusion of multiple perspectives, including those of the teachers, the patients and the institutions. Objectives The current research study aimed at Review of Literature for the Learning Needs of Effective Clinical Teachers In the light of Particular Teaching Context, Saudi Arabia. Method Descriptive research design utilized in the current research. It aims to provide a background to the learning needs of clinical teachers. The current research study based on division of the review into two sections, which are further broken down into specific topics under subheadings. The paper consequently carried out to the investigate the learning needs in general including definition, classification, who can define learning needs, why these are important for both learning and teaching, methods for measuring learning needs and the critical incidents technique as a tool for determining learning needs. While, the second part covers the learning needs of clinical teachers considering the learning needs of teaching staff in the health profession generally, and subsequently more specifically, the learning needs of the teachers of clinical dentistry. Results The findings showed that in relation to the assessment of the Level of Stress among Adolescent Females at Selected Centers of Primary Health Care, Saudi Arabia. There was a high level of stress among the majority of the female adolescents in relation to comparison of the stress level among the studied sample (61 %). While, the findings shows a moderate level of stress among the female adolescents (58 %). On the other hand, there was a low level of stress among the minority of the studied sample (10 %). Conclusions Ultimately, the most effective clinical teachers support or development programme should meet their needs according to their particular context. Thus, it is important that the views of clinical teachers be considered regarding the skills and qualities they require in clinical teaching.