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Related Experiment Videos

The development of a self-directed and peer-based clinical training programme.

C Bruce1, A Parker, R Herbert

  • 1Department of Human Communication Science, University College London, 2 Wakefield Street, London WC1N 1PF. c.bruce@ucl.ac.uk

International Journal of Language & Communication Disorders
|May 9, 2001
PubMed
Summary

This study introduces a reflective learning approach for final year clinical students to foster independent practice. While generally positive, student feedback highlighted areas for improving the supervisory process.

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Area of Science:

  • Medical Education
  • Clinical Training
  • Reflective Practice

Background:

  • Final year clinical training programs require methods to develop independent practitioners.
  • Reflective learning is a key pedagogical approach in healthcare professional development.

Purpose of the Study:

  • To describe a reflective learning program for final year clinical students.
  • To evaluate student experiences and identify areas for program enhancement.

Main Methods:

  • Implementation of a structured reflective learning program.
  • Collection and analysis of student feedback on the training and supervision.

Main Results:

  • The program successfully promoted reflective practice among students.

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  • Students reported generally positive experiences with the training.
  • Specific challenges were identified within the supervisory process.

    • Conclusions:

    • Reflective learning is a valuable approach for developing independent clinical practitioners.
    • Further refinement of the supervisory component is recommended for optimal training outcomes.