Teaching Students in Clinical Settings

Stengelhofen, Jackie

doi:10.1007/978-1-4899-2933-4

Cited by 38 publications

(29 citation statements)

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“…The composites were selected initially on the basis of the three recognised elements of professional competence --knowledge, skills and attitudes (Best & Rose 1996, Stengelhofen 1993. Subdivision then took place such that original constructs relating to skills were grouped into those concerned with general organisational ability; those concerned with communication skill; those describing predominantly clinical or professional skills and persona and those specifically indicating safe practice.…”

Section: Grouping Of Original Constructsmentioning

confidence: 99%

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

Cross

1998

Assessment & Evaluation in Higher Education

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Transfer of physiotherapy education from a health service base to a university base has resulted in a period of dissonance and disorientation for both academic and clinical educators. This is reflected in dissatisfaction with the way students' learning is assessed on clinical placement and its effect on the quality of students' clinical education experience. This study used a triadic repertory grid procedure to reveal the perceptions of 20 university-based academics and 20 clinical educators in practice placements as to the attributes of good clinical performance and bad clinical performance by undergraduate physiotherapy students. The data were subjected to factor analysis and content analysis. The results indicated that a similar broad range of assessment criteria was applied by both groups in the study, but from their individual bipolar constructs eight common dimensions were identified as being used to differentiate between students. However, there were differences in emphasis between academics and clinicians as to the relative importance of the eight dimensions. On further analysis using an unrelated t-test, the eight dimensions were found to be consistently sensitive as discriminators of clinical performance (academics --p < 0.001; clinicians --p < 0.01). The implications of the findings are discussed with respect to the overall quality of students' learning, the overt and covert messages being relayed to students about professional competence and the need for reliable systems of clinical assessment in an increasingly litigious health care environment.

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Section: Grouping Of Original Constructsmentioning

confidence: 99%

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

Cross

1998

Assessment & Evaluation in Higher Education

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“…As Stengelhofen has observed`peer feedback is also important in laying down the concept that it is part of professional work to be observed and evaluated by one' s own colleagues' (Stengelhofen, 1993). It is important that the student is clearly aware of which team members' views are sought in the assessment process to prevent any feelings of oppression.…”

Section: Pre-placement Agreementmentioning

confidence: 98%

A team approach to practice teaching

Durkin¹,

Shergill²

2000

Social Work Education

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“…Therefore what is required of the student should be made known in order to provide specific and useful feedbacks. Stengelhofen (1993) also suggest that when a planned programme for the duration of students' placement is organised, on an identified occasion, feedback can be focused on work either of a specific case or on the student's progress with certain clinical competencies.…”

Section: The Nature Of Feedbackmentioning

confidence: 99%

“…This is because the prime person to provide feedback to the student is the clinical teacher who is working regularly with the student (Stengelhofen, 1993). 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).…”

Section: Introductionmentioning

confidence: 99%

A Learning Contract in Clinical Education and Fieldwork

Antwi¹

2015

CMR

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Abstract:Providing feedback to students is a vital skill needed by all clinical teachers. For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing. Providing feedback does not follow that there will be optimal learning. Students should, in the initial stages, be made aware of the desired standard or goal, because it enables them to compare their own performance with the required standard. It is therefore suggested that it should be made known to the learner, some detail of what to do and what they can do in order to improve. Clinical activities of students without feedback could affect their skill training and the patients as well. Proper guidelines should be followed and attention should also be given to those students with learning difficulties.

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Teaching Students in Clinical Settings

Cited by 38 publications

References 0 publications

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

A team approach to practice teaching

A Learning Contract in Clinical Education and Fieldwork

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