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Planning and scaffolding for learning in experiential placements in Australian pharmacy schools
Asia-Pacific Journal of Cooperative Education (2009)
  • Ieva Stupans, University of South Australia
  • Susanne Owen, University of South Australia
Learning within work-integrated and clinical placements is increasingly required for professional accreditation approval of allied health and other university programs, providing a context for students in developing not only the knowledge but also the practical skills and personal attributes of their professions. An Australian Learning and Teaching Council funded 2007 research study was conducted regarding pharmacy experiential placements with the purpose of mapping university programs, analysing handbooks and also consulting with about 250 stakeholders from a range of backgrounds in relation to issues and quality indicators. This paper presents compiled views from a range of stakeholders with reference to scaffolding for learning at the pre-placement, during placement and post-placement phases of experiential placements. It presents a model which may facilitate comprehensive planning and scaffolding for experiential placements by both university academics and preceptors. [Author abstract, ed]
  • Academic staff attitudes,
  • Clinical experience,
  • Educational objectives,
  • Employer attitudes,
  • Pharmaceutical education,
  • Scaffolding (Teaching technique),
  • Student perceptions Higher education,
  • Surveys
Publication Date
Citation Information
Ieva Stupans and Susanne Owen. "Planning and scaffolding for learning in experiential placements in Australian pharmacy schools" Asia-Pacific Journal of Cooperative Education Vol. 10 Iss. 1 (2009)
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