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Facilitating effective learning during clinical placement.

J Nettleton1, O Reilly

  • 1School of Health and Policy Studies (FHCC), University of Central England in Birmingham. julie.nettleton@uce.ac.uk

International Journal of Language & Communication Disorders
|May 27, 1999
PubMed
Summary

This pilot study explored student perceptions of clinical learning and assessment. Findings revealed minimal changes in student views before and after their ten-week placement, suggesting a need for further investigation into educational strategies.

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Area of Science:

  • Medical Education
  • Qualitative Research

Background:

  • Clinical placements are crucial for healthcare professional training.
  • Understanding student perceptions of learning and assessment is vital for improving educational experiences.

Purpose of the Study:

  • To explore student perceptions of learning and assessment during clinical placement using qualitative methods.
  • To identify changes in student perceptions pre- and post-placement.

Main Methods:

  • A qualitative pilot study design was employed.
  • Student perceptions were gathered via questionnaires administered pre- and post-a ten-week clinical placement.
  • Data analysis utilized principles of Grounded Theory.

Main Results:

  • Analysis identified categories and bipolar paradigms related to learning and assessment.

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  • A notable finding was the limited change in student comments between pre- and post-placement assessments.
  • This suggests perceptions remained relatively consistent throughout the placement period.

    • Conclusions:

    • The study highlights the stability of student perceptions regarding clinical learning and assessment over a ten-week placement.
    • Further research is needed to understand the factors influencing these perceptions and to develop effective educational interventions.
    • Implications for curriculum development and assessment strategies in clinical education are discussed.