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FACILITATING EFFECTIVE LEARNING DURING CLINICAL PLACEMENT
Author(s) -
Nettleton Julie,
Reilly Oonagh
Publication year - 1998
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.3109/13682829809179431
Subject(s) - psychology , grounded theory , perception , qualitative research , social science , neuroscience , sociology
The aim of this pilot study was to employ a qualitative research methodology to explore students' perceptions of learning and assessment of that learning whilst on clinical placement. The students' perceptions were sampled by questionnaire both pre‐ and post‐placement (ten weeks block placement). The analysis of the data was undertaken using principles from Grounded Theory (Strauss and Corbin 1990). The analysis yielded a number of categories and bipolar paradigms relating to learning and assessment. However little change was seen between comments made pre and post‐placement. The implications of this analysis are discussed.