Fostering Professionalism through Scaffolding in First Year Clinical Placements

Autor/inn/en	Stupans, Ieva; Scutter, Sheila; Sawyer, Tim
Titel	Fostering Professionalism through Scaffolding in First Year Clinical Placements
Quelle	In: Innovations in Education and Teaching International, 48 (2011) 3, S.263-274 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Clinical Experience; Learning Experience; Educational Opportunities; Tutorial Programs; Discussion (Teaching Technique); Student Surveys; College Students; Allied Health Personnel; Radiology; Scaffolding (Teaching Technique); Affective Objectives; Affective Behavior; Classification; Professional Development; Professional Identity; Responsibility; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lernerfahrung; Bildungsangebot; Bildungschance; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Schülerbefragung; Collegestudent; Radiologie; Affective disturbance; Active behaviour; Affektive Störung; Classification system; Klassifikation; Klassifikationssystem; Verantwortungsübernahme; Zuständigkeit; Ausland; Australien
Abstract	A crucial aspect of the teaching of professionalism relates to the provision of learning experiences that will promote the achievement of this affective learning domain. The development and trial of a learning opportunity to scaffold learning concepts of professionalism is described in this paper. Peer reviewed literature was used to construct a survey, administered to students (n = 79). The scenarios for which there was student disagreement, or for which there was disagreement with literature provided a basis for tutorial discussions. Students attended a short clinical placement; subsequent post placement survey completion (n = 35) focused tutorial discussions on compilation of students' own understandings of professional behaviours. The scenarios developed could be used for other health sciences students; the approach is a model for affective domain learning in all professions. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10