Titlebook: Augmenting Health and Social Care Students’ Clinical Learning Experiences; Outcomes and Process Stephen Billett,Jennifer Newton,Christy Nob

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https://doi.org/10.1007/978-3-658-20433-4 teaching, this situation is unlikely to change, and it is perhaps unwise to rely solely on the clinical placement to prepare medical students for full participation in the workplace. This chapter discusses an educational intervention known as the modified clinical debriefing tutorial (MCDT) that wa

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https://doi.org/10.1007/978-94-007-6407-1he reflective debrief was to provide a staff-facilitated opportunity for students to reflect formally and collectively on their hospital placement experiences and to explore the implications for future dietetic work. The development, implementation and evaluation of the reflective debrief session fo

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https://doi.org/10.1007/978-3-642-75723-5ployability strategies utilised included participation in employment skills and career development seminars, case-conferencing and panel discussions with practising exercise physiologists and the inclusion of learning modules relating to key practice-based areas. Quantitative and qualitative outcome

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Genital Papillomavirus Infectionshow they reconcile those two sets of experiences. Commencing with a consideration of the range of purposes identified in these contributions and from other sources, a review of the kinds of curriculum considerations (i.e. the sequencing, ordering and kinds of experiences) and also pedagogic practice

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Augmenting Post-Practicum Experiences: Purposes and Practices effective. Central to this is the importance of finding ways to integrate students’ experiences in the two different kinds of settings (i.e. clinical practice and classroom) through reconciling the contributions of these experiences as directed towards achieving the outcomes of students’ programmes

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