Feedback Practices as Part of Signature Pedagogy for Clinical Placements

Autor/inn/en	Penman, Merrolee; Tai, Joanna; Thompson, Tanya; Thomson, Kate
Titel	Feedback Practices as Part of Signature Pedagogy for Clinical Placements
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 2, S.151-169 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penman, Merrolee) ORCID (Tai, Joanna) ORCID (Thompson, Tanya) ORCID (Thomson, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2021.1892587
Schlagwörter	Feedback (Response); Allied Health Occupations Education; Student Placement; Mentors; Workplace Learning; Teaching Methods; Medical Students + Suchen Sie Ihr Suchwort? Schülerpraktikum; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Signature pedagogies have been identified for medicine and nursing, however are not yet resolved for allied health. This paper explores feedback as part of the signature pedagogy for health professions clinical placements. It adopts a Theory of Practice Architectures perspective to understand feedback practices, within the context of placements which involved student mentoring. Two dominant practices were found to characterise feedback: creating a comfortable learning environment through feedback, and achieving feedback for learning. Analysis of the arrangements revealed the impact of educators' caseloads in enabling, and more often, constraining feedback practices. Student mentors ensured that feedback occurred, suggesting that students can recognise and contribute to feedback as part of a signature pedagogy. Further, similarity across the two professions in this study supports the contention that there is a common signature pedagogy for clinical placements. This has implications for educator development and the role of students within workplace learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01