A Learning Contract in Clinical Education and Fieldwork

Antwi W. K.; Kyei K. A.

doi:doi:10.11648/j.cmr.s.2015040301.17

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A Learning Contract in Clinical Education and Fieldwork

Antwi W. K., Kyei K. A.

Received: 30 January 2015 Accepted: 30 January 2015 Published: 21 March 2015

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Abstract

Providing feedback to students is a vital skill needed by all clinical teachers. For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing. Providing feedback does not follow that there will be optimal learning. Students should, in the initial stages, be made aware of the desired standard or goal, because it enables them to compare their own performance with the required standard. It is therefore suggested that it should be made known to the learner, some detail of what to do and what they can do in order to improve. Clinical activities of students without feedback could affect their skill training and the patients as well. Proper guidelines should be followed and attention should also be given to those students with learning difficulties.

DOI	10.11648/j.cmr.s.2015040301.17
Published in	Clinical Medicine Research (Volume 4, Issue 3-1, May 2015) This article belongs to the Special Issue Radiographic Practice Situation in a Developing Country
Page(s)	31-35
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Feedback, Guidelines, Performance, Instructor

References

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[11]	Gibbs G. (1999) Using assessment strategically change the way students learn. In Brown S and Glasner A (eds) Assessment Matters in Higher Education. Choosing and Using Diverse Approaches. Buckingham: The Society for Research into Higher Education & Open University Press.
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APA Style

Antwi W. K., Kyei K. A. (2015). A Learning Contract in Clinical Education and Fieldwork. Clinical Medicine Research, 4(3-1), 31-35. https://doi.org/10.11648/j.cmr.s.2015040301.17

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ACS Style

Antwi W. K.; Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin. Med. Res. 2015, 4(3-1), 31-35. doi: 10.11648/j.cmr.s.2015040301.17

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AMA Style

Antwi W. K., Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin Med Res. 2015;4(3-1):31-35. doi: 10.11648/j.cmr.s.2015040301.17

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@article{10.11648/j.cmr.s.2015040301.17,
  author = {Antwi W. K. and Kyei K. A.},
  title = {A Learning Contract in Clinical Education and Fieldwork},
  journal = {Clinical Medicine Research},
  volume = {4},
  number = {3-1},
  pages = {31-35},
  doi = {10.11648/j.cmr.s.2015040301.17},
  url = {https://doi.org/10.11648/j.cmr.s.2015040301.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cmr.s.2015040301.17},
  abstract = {Providing feedback to students is a vital skill needed by all clinical teachers. For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing. Providing feedback does not follow that there will be optimal learning. Students should, in the initial stages, be made aware of the desired standard or goal, because it enables them to compare their own performance with the required standard. It is therefore suggested that it should be made known to the learner, some detail of what to do and what they can do in order to improve. Clinical activities of students without feedback could affect their skill training and the patients as well. Proper guidelines should be followed and attention should also be given to those students with learning difficulties.},
 year = {2015}
}

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TY  - JOUR
T1  - A Learning Contract in Clinical Education and Fieldwork
AU  - Antwi W. K.
AU  - Kyei K. A.
Y1  - 2015/03/21
PY  - 2015
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DO  - 10.11648/j.cmr.s.2015040301.17
T2  - Clinical Medicine Research
JF  - Clinical Medicine Research
JO  - Clinical Medicine Research
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AB  - Providing feedback to students is a vital skill needed by all clinical teachers. For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing. Providing feedback does not follow that there will be optimal learning. Students should, in the initial stages, be made aware of the desired standard or goal, because it enables them to compare their own performance with the required standard. It is therefore suggested that it should be made known to the learner, some detail of what to do and what they can do in order to improve. Clinical activities of students without feedback could affect their skill training and the patients as well. Proper guidelines should be followed and attention should also be given to those students with learning difficulties.
VL  - 4
IS  - 3-1
ER  -

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Author Information

Antwi W. K.

Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
Kyei K. A.

Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana

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APA Style

Antwi W. K., Kyei K. A. (2015). A Learning Contract in Clinical Education and Fieldwork. Clinical Medicine Research, 4(3-1), 31-35. https://doi.org/10.11648/j.cmr.s.2015040301.17

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ACS Style

Antwi W. K.; Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin. Med. Res. 2015, 4(3-1), 31-35. doi: 10.11648/j.cmr.s.2015040301.17

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AMA Style

Antwi W. K., Kyei K. A. A Learning Contract in Clinical Education and Fieldwork. Clin Med Res. 2015;4(3-1):31-35. doi: 10.11648/j.cmr.s.2015040301.17

Copy | Download

@article{10.11648/j.cmr.s.2015040301.17,
  author = {Antwi W. K. and Kyei K. A.},
  title = {A Learning Contract in Clinical Education and Fieldwork},
  journal = {Clinical Medicine Research},
  volume = {4},
  number = {3-1},
  pages = {31-35},
  doi = {10.11648/j.cmr.s.2015040301.17},
  url = {https://doi.org/10.11648/j.cmr.s.2015040301.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cmr.s.2015040301.17},
  abstract = {Providing feedback to students is a vital skill needed by all clinical teachers. For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing. Providing feedback does not follow that there will be optimal learning. Students should, in the initial stages, be made aware of the desired standard or goal, because it enables them to compare their own performance with the required standard. It is therefore suggested that it should be made known to the learner, some detail of what to do and what they can do in order to improve. Clinical activities of students without feedback could affect their skill training and the patients as well. Proper guidelines should be followed and attention should also be given to those students with learning difficulties.},
 year = {2015}
}

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TY  - JOUR
T1  - A Learning Contract in Clinical Education and Fieldwork
AU  - Antwi W. K.
AU  - Kyei K. A.
Y1  - 2015/03/21
PY  - 2015
N1  - https://doi.org/10.11648/j.cmr.s.2015040301.17
DO  - 10.11648/j.cmr.s.2015040301.17
T2  - Clinical Medicine Research
JF  - Clinical Medicine Research
JO  - Clinical Medicine Research
SP  - 31
EP  - 35
PB  - Science Publishing Group
SN  - 2326-9057
UR  - https://doi.org/10.11648/j.cmr.s.2015040301.17
AB  - Providing feedback to students is a vital skill needed by all clinical teachers. For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing. Providing feedback does not follow that there will be optimal learning. Students should, in the initial stages, be made aware of the desired standard or goal, because it enables them to compare their own performance with the required standard. It is therefore suggested that it should be made known to the learner, some detail of what to do and what they can do in order to improve. Clinical activities of students without feedback could affect their skill training and the patients as well. Proper guidelines should be followed and attention should also be given to those students with learning difficulties.
VL  - 4
IS  - 3-1
ER  -

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