Professional placement educational processes: balancing student-centred education and client-centred care during clinical educationSchool of Health and Human Sciences
AbstractTo date, the literature regarding clinical education strategies that simultaneously meet both the student's and the client's needs is limited. This paper reports on a study that aimed to identify features of clinical education processes that epitomize student-centred education as well as client-centred care. Focusing on physiotherapy pre-professional education, a mixed method approach using quantitative and qualitative methods was used within the analytical and interpretive paradigm of research. Kolb's (1984) Experiential Learning Cycle was proposed as a model to explore contemporary clinical teaching practices. This model was found to be insufficient to maximise a student's learning from practice because it did not include the voice of third party, the client, in an educative way. A 6-Step framework emerged which extends Kolb's original model by adding two aspects of typical teaching and learning in clinical situations: The seeking of client consent and the post-consultation evaluation of outcomes which includes the clients' perspective of events. Given that it is widely advocated for entry level health professionals to be client-centred, this emerging educational framework has the potential to significantly impact on the student's development of a client-centred approach to clinical practice.
Moore, K 2011, 'Professional placement educational processes: balancing student-centred education and client-centred care during clinical education', Journal of Cooperative Education & Internships, vol. 45, no. 2, pp. 37-48.