A Learning Contract in Clinical Education and Fieldwork

Antwi W. K.; Kyei K. A.

doi:doi:10.11648/j.cmr.s.2015040301.17

| Peer-Reviewed

A Learning Contract in Clinical Education and Fieldwork

Antwi W. K., Kyei K. A.

Published in Clinical Medicine Research (Volume 4, Issue 3-1)

Received: 30 January 2015 Accepted: 30 January 2015 Published: 21 March 2015

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

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.

Published in	Clinical Medicine Research (Volume 4, Issue 3-1) This article belongs to the Special Issue Radiographic Practice Situation in a Developing Country
DOI	10.11648/j.cmr.s.2015040301.17
Page(s)	31-35
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Feedback, Guidelines, Performance, Instructor

References

[1]	Bailey J. (1998) The supervisor’s Story: From Experts to Novice. In Johns C and Freshwater D (eds) Transforming Nursing through Reflective Practice. London. Blackwell Science.
[2]	Berquist W and Phillips S.A. (1975) A Handbook for Faculty Development, Volume 1. Dansville: The council for the Advancement of Small Colleges.
[3]	Branch W.T and Paranjape A. (2002) Feedback and reflection: teaching methods for clinical setting. Academic Medicine 77(12): 1185-1188.
[4]	Dohrenwend A. (2002) Serving up the feedback sandwich. Family Practice Management November/December 2002. American Academy of Family Physicians.
[5]	Dolley J., Davies C and Murray P (1998) Clinical supervision: a development pack for nurses (K509). Buckingham: Open University Press.
[6]	Driscol J. (2000) Practising Clinical Supervision: A reflective Approach. Edinburgh: Bailiere Tindall and Royal College of Nursing.
[7]	Ende J. (1983) Feedback in clinical medical education. The Journal of the American Medical Association 250 (6): 777-781.
[8]	Fish D and Twinn S. (1997) Quality Clinical Supervision in the Health Care Professions: principled approaches to Practice. Oxford: Butterworth/Heinemann.
[9]	Freeman R and Lewis R. (1998) Planning and Implementing Assessment. London: Kogan Page.
[10]	Gipps C.V (1994) Beyond Testing: Towards a Theory of Educational Assessment. London: The Falmer Press.
[11]	Gibbs G. (1999) Using assessment strategically change the way students learn. In Brown S and Glasner A (eds) Assessment Matters in Higher Education. Choosing and Using Diverse Approaches. Buckingham: The Society for Research into Higher Education & Open University Press.
[12]	Henry J.N. (1985) Using feedback and evaluation effectively in clinical supervision. Physical Therapy 65 (3): 108-111.
[13]	Kaprielian V.S. and Gradison M. (1998) Effective use of feedback. Journal of Family Medicine 30 (6): 406-7.
[14]	Lucas J.H and Stallworth J.R. (2003) Providing difficult feedback: TIPS for the problem learner. Journal of Family Medicine 35 (8): 544-6.
[15]	Morgan M.K and Irby D.M. (1978) Evaluating Clinical Competence in the Health Professions: Saint Louis. C.V Mosby Company.
[16]	Qualters D.M. (1999) Observing students in a clinical setting. Journal of Family Medicine 31 (7): 461-462.
[17]	Rowntree D. (1991) Assessing Students: How Shall We Know Them? London: Kogan Page.
[18]	Sadler R. (1987) Specifying and promulgating achievement standards. Instructional Science 18: 119-144.
[19]	Schum T.R and Krippendorf R.L. (2000) Feedback notes: a system for feedback to students and residents. Academic Medicine 75 (5): 556-557.
[20]	Schwenk T and Whitman N (1987) The Physician as Teacher. Baltimore: Williams and Wilkins.
[21]	Stengelhofen J. (1993) Teaching students in Clinical Settings. London: Capman and Hall.
[22]	Stuart C.C. (2003) Assessment, Supervision and Support in Clinical Practice. London: Churchill Livingstone.
[23]	Warrender f. (1990) Clinical Practice: a student centred learning package. British Journal of occupational Therapy 53 (6): 233-8.
[24]	Weinholtz D and Edwards J. (1992) Teaching during rounds: A Handbook for Attending Physicians and Residents. Baltimore: John Hopkins University press.
[25]	Westberg J and Jason H. (1993) Collaborative Clinical Education: The Foundation of Effective Health Care. New York: Springer Publishing.

Cite This Article

Plain Text BibTeX RIS

APA Style

Antwi W. K., Kyei K. A. (2015). A Learning Contract in Clinical Education and Fieldwork. Clinical Medicine Research, 4(3-1), 31-35. https://doi.org/10.11648/j.cmr.s.2015040301.17

Copy | Download

ACS Style

Antwi W. K.; Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin. Med. Res. 2015, 4(3-1), 31-35. doi: 10.11648/j.cmr.s.2015040301.17

Copy | Download

AMA Style

Antwi W. K., Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin Med Res. 2015;4(3-1):31-35. doi: 10.11648/j.cmr.s.2015040301.17

Copy | Download

@article{10.11648/j.cmr.s.2015040301.17,
  author = {Antwi W. K. and Kyei K. A.},
  title = {A Learning Contract in Clinical Education and Fieldwork},
  journal = {Clinical Medicine Research},
  volume = {4},
  number = {3-1},
  pages = {31-35},
  doi = {10.11648/j.cmr.s.2015040301.17},
  url = {https://doi.org/10.11648/j.cmr.s.2015040301.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cmr.s.2015040301.17},
  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.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - A Learning Contract in Clinical Education and Fieldwork
AU  - Antwi W. K.
AU  - Kyei K. A.
Y1  - 2015/03/21
PY  - 2015
N1  - https://doi.org/10.11648/j.cmr.s.2015040301.17
DO  - 10.11648/j.cmr.s.2015040301.17
T2  - Clinical Medicine Research
JF  - Clinical Medicine Research
JO  - Clinical Medicine Research
SP  - 31
EP  - 35
PB  - Science Publishing Group
SN  - 2326-9057
UR  - https://doi.org/10.11648/j.cmr.s.2015040301.17
AB  - 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.
VL  - 4
IS  - 3-1
ER  -

Copy | Download

Author Information

Antwi W. K.

Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
Kyei K. A.

Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Antwi W. K., Kyei K. A. (2015). A Learning Contract in Clinical Education and Fieldwork. Clinical Medicine Research, 4(3-1), 31-35. https://doi.org/10.11648/j.cmr.s.2015040301.17

Copy | Download

ACS Style

Antwi W. K.; Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin. Med. Res. 2015, 4(3-1), 31-35. doi: 10.11648/j.cmr.s.2015040301.17

Copy | Download

AMA Style

Antwi W. K., Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin Med Res. 2015;4(3-1):31-35. doi: 10.11648/j.cmr.s.2015040301.17

Copy | Download

@article{10.11648/j.cmr.s.2015040301.17,
  author = {Antwi W. K. and Kyei K. A.},
  title = {A Learning Contract in Clinical Education and Fieldwork},
  journal = {Clinical Medicine Research},
  volume = {4},
  number = {3-1},
  pages = {31-35},
  doi = {10.11648/j.cmr.s.2015040301.17},
  url = {https://doi.org/10.11648/j.cmr.s.2015040301.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cmr.s.2015040301.17},
  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.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - A Learning Contract in Clinical Education and Fieldwork
AU  - Antwi W. K.
AU  - Kyei K. A.
Y1  - 2015/03/21
PY  - 2015
N1  - https://doi.org/10.11648/j.cmr.s.2015040301.17
DO  - 10.11648/j.cmr.s.2015040301.17
T2  - Clinical Medicine Research
JF  - Clinical Medicine Research
JO  - Clinical Medicine Research
SP  - 31
EP  - 35
PB  - Science Publishing Group
SN  - 2326-9057
UR  - https://doi.org/10.11648/j.cmr.s.2015040301.17
AB  - 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.
VL  - 4
IS  - 3-1
ER  -

Copy | Download