Variation in Clinical Placement Supervisors' Conceptions of and Approaches to Supervision in a Veterinary Internship Programme

Autor/inn/en	van Gelderen, Ingrid; Matthew, Susan M.; Hendry, Graham D.; Taylor, Rosanne
Titel	Variation in Clinical Placement Supervisors' Conceptions of and Approaches to Supervision in a Veterinary Internship Programme
Quelle	In: Higher Education Research and Development, 37 (2018) 2, S.418-432 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1355894
Schlagwörter	Clinical Experience; Veterinary Medical Education; Student Placement; Student Centered Learning; Teaching Methods; Qualitative Research; Statistical Analysis; Online Surveys; Program Descriptions; Foreign Countries; Vignettes; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Schülerpraktikum; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Statistische Analyse; Ausland; Lehrerverhalten; Australien
Abstract	Good teaching that supports final year students' learning in clinical placements is critical for students' successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n = 117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors' conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors' conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01