The purpose of the current study was to examine the use of creative arts in group supervision and its perceived effects on case conceptualization and counselor development from the counselor-in-training's perspective. Research questions guiding this study included: How do counselors-in-training (CITs) perceive the experience of participating in…

Objective: To address the need for a more definitive approach to critical thinking during athletic training educational experiences by introducing the clinical reasoning model for critical thinking. Background: Educators are aware of the need to teach students how to think critically. The multiple domains of athletic training are comprehensive and…

A dominant focus of clinical education for health professional students is experiential learning through an apprentice model where students are exposed to a range of clinical scenarios and conditions through observation initially, and then through supervised clinical practice. However experiential learning may not be enough to meet the need for…

Supervision of therapeutic practice is one of the central professional elements of mental health practitioners. Supervision provides growth for therapists in their respective professional fields, more effective therapy for clients, and some measure of ethical protection for the welfare of clients and the public at large. However, therapists who…

While the potentials of virtual worlds to support experiential learning in medical education are well documented, assessment of student learning within these environments is relatively scarce and often incongruent. In this article, a conceptual framework is proposed for formatively assessing dispositional behaviours in scenario-based learning…

Taking on responsibilities associated with a professional role is an important aspect of experiential learning for undergraduate students on work-based placements. However, responsibility is a complex concept that is connected to issues of trust and risk in the placement context. This paper presents students' perspectives that illustrate that…

The purpose of this article is to provide clinical instructors with information and ideas on how to utilize questioning and feedback during clinical experiences. Definitions, purpose, and examples of different questioning skills are provided. Corrective and directive feedback methods are defined with purposes and examples provided of each.…

Objectives: The authors reviewed medical student encounters during 3 years of a required psychiatry clerkship that were recorded on a web-based system of six broad competency domains (similar to ACGME-recommended domains). These were used to determine diagnoses of patients seen, clinical skills practiced, and experiences in interpersonal and…

Course objectives were to introduce students to the competencies required to practice pharmacy and to provide patient care. Students completed modules related to expiry dates; telephone reminder and call-back programs; refill histories; angiotensin-converting enzyme inhibitor use in heart failure; and population health targeted at…

Objective: To explore and evaluate the use of two methods (1) experiential learning workshops and (2) reflective practice within post-graduate health promotion education, with a view to providing a foundation in professional practice based on health promotion principles and critical thinking. Design: This is an empirical study exploring the…

Analysis of 141 nursing students' diaries and focus group interviews about their work with an ambulance service revealed the following: holistic nursing played a role; they developed appreciation for paramedics' skills; and experiential learning helped them understand the complete care process from the emergency call to patient discharge. (SK)

Interviews with nine nursing students revealed that they are able to define experiential learning, consider role playing the chief method, are aware of theory-practice issues, understand the importance of reflective practice, and view clinical supervision as an integral part of experiential learning. (SK)

Student nurses (n=117) reflected on their psychiatric clinical experience in terms of the quality of the experience and contributions of students, facilitator, and clinical staff. Students were able to identify the strengths and weaknesses in their own actions as well as others in the clinical setting. (SK)

The effects of service-learning on the academic attainment of rehabilitation services students were examined using a quasi-experimental design. One hundred and thirty senior rehabilitation services students enrolled in the medical aspects of disabilities course, 65 with service-learning and 65 with classroom-only instruction. The same instructor…

Kolb's experiential learning theory was used as a framework to study 179 generic baccalaureate students' perceptions of the different types of learning environments and adaptive competencies. Clinical experience and preceptorships contributed more to competency development than did nursing or nonnursing classes. (JOW)