1998
DOI: 10.1111/j.1440-1630.1998.tb00793.x
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Fieldwork education: Collaborative group learning in community settings

Abstract: An innovative fieldwork education programme for second year occupational therapy students has been established over the past 3 years by Curtin University School of Occupational Therapy. The programme was designed to target community settings and avoid the overloading of services used heavily for traditional student placements. The structure and objectives aimed to give students practical experiences that reflected contemporary work environments for occupational therapists, with a collaborative group model prov… Show more

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Cited by 24 publications
(11 citation statements)
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“…It has been suggested that clinical practice can be developed through sharing knowledge and experiences within a collegial environment. This enables external knowledge to be internalised, develops problem-solving strategies and promotes critical reflective thinking by challenging unshared biases and presuppositions (Jaques 1991;Mason 1998;Hanko 1999, cited in Welch & Dawson 2006). …”
Section: Introductionmentioning
confidence: 99%
“…It has been suggested that clinical practice can be developed through sharing knowledge and experiences within a collegial environment. This enables external knowledge to be internalised, develops problem-solving strategies and promotes critical reflective thinking by challenging unshared biases and presuppositions (Jaques 1991;Mason 1998;Hanko 1999, cited in Welch & Dawson 2006). …”
Section: Introductionmentioning
confidence: 99%
“…[8][9][10][11] The integration of online and face-to-face learning has been found to enhance student-centered teaching and facilitate interactive discussions among students and course instructors. Studies have found that such a platform was beneficial to medical students and ultimately to the development of clinical practice through sharing knowledge, promoting critical thinking, and facilitating problem-solving strategies.…”
mentioning
confidence: 99%
“…Studies have found that such a platform was beneficial to medical students and ultimately to the development of clinical practice through sharing knowledge, promoting critical thinking, and facilitating problem-solving strategies. [8][9][10][11] The integration of online and face-to-face learning has been found to enhance student-centered teaching and facilitate interactive discussions among students and course instructors. 12,13 Prior studies also found that this systematic integration allowed for greater responsiveness and flexibility in the learning process and overcame time and space limitations usually encountered in large-group instructional situations where conventional methods are unlikely to fully deliver the desired course objectives and learning outcomes.…”
mentioning
confidence: 99%
“…Features of collaborative learning include interdependence, face-to-face interaction and discussion, individual accountability, and focus on group process to promote skill development (Cohn, Dooley, and Simmons 2002). Collaborative fieldwork began to appear in the early 1990s (Mason 1998), and has gained increasing acceptance in recent years (Thomas, Penman, and Williamson 2005) in response to fieldwork placement shortages (Rindflesch et al 2009). There is also some qualitative evidence that suggests there are increased educational benefits when collaborative models are used, such as superior attainment of student professional competencies (DeClute and Ladyshewsky 1993, Martin et al 2004, O'Connor, Cahill, and McKay 2012.…”
Section: Introductionmentioning
confidence: 99%