Clinical Practice: A Student-Centred Learning Package

Abstract

Clinical practice is an essential part of occupational therapy education. In order to rationalise training school objectives and the student's needs with the learning experiences offered by an occupational therapy department, a student-centred learning package was developed. The package uses a structured and sequential format, which employs experience check lists, incomplete handouts, and both structured and informal feedback to optimise the learning environment. This permits a more complete evaluation of personal performance by the student and a consistent approach to supervision, and leads to a more accurate final assessment. 233

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

“…The role of the educator is influential in students' academic and nonacademic development (Martin, Marsh & McInerney 2009). The studenteducator interpersonal relationship is a dynamic, interactive relationship that is considered the most effective factor in fostering successful clinical education (Levett- Jones & Lathlean 2008;Warrender 1990). The educator's role within this relationship is to facilitate and promote a constructive learning environment for students' professional development by establishing themselves as professional role models and by teaching the students practical skills (Warrender 1990).…”

“…The studenteducator interpersonal relationship is a dynamic, interactive relationship that is considered the most effective factor in fostering successful clinical education (Levett- Jones & Lathlean 2008;Warrender 1990). The educator's role within this relationship is to facilitate and promote a constructive learning environment for students' professional development by establishing themselves as professional role models and by teaching the students practical skills (Warrender 1990). It is suggested that the ideal student-educator relationship is characterised by qualities such as flexibility, emotional investment, interdependence, mutuality, collaboration and support for one's identity (Branch & Paranjape 2002;Kern et al 2005).…”

The Potential Benefits of ‘Clinical Induction’ in Occupational Therapy

“…The increased use of individual learning contracts and negotiable objectives during fieldwork placement (Gaiptman and Anthony, 1989;Warrender, 1990;Hollis, 1991;Soloman, 1992), together with the use of personal profiling systems within the college, assists in supporting this process, In relation to practical experience, the area of largest concern in Parker's (1991) study was the application of treatment and communication skills. This suggests, therefore, that these 'skills' should form a key part of the induction process and, in the cases of new senior or newly promoted staff, this should include the transfer and generalisation of skill application.…”

A Learning Contract in Clinical Education and Fieldwork

“…For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing (Kaprielian and Gradison, 1998). Giving students feedback of their performance has been found to be an effective way of helping them to progress towards their professional competence in the health professions (Warrender, 1990). Also learners need guidance to improve upon their current level of performance (Qualters, 1999).…”