NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ935269
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-1470-3297
Fostering Professionalism through Scaffolding in First Year Clinical Placements
Stupans, Ieva; Scutter, Sheila; Sawyer, Tim
Innovations in Education and Teaching International, v48 n3 p263-274 2011
A crucial aspect of the teaching of professionalism relates to the provision of learning experiences that will promote the achievement of this affective learning domain. The development and trial of a learning opportunity to scaffold learning concepts of professionalism is described in this paper. Peer reviewed literature was used to construct a survey, administered to students (n = 79). The scenarios for which there was student disagreement, or for which there was disagreement with literature provided a basis for tutorial discussions. Students attended a short clinical placement; subsequent post placement survey completion (n = 35) focused tutorial discussions on compilation of students' own understandings of professional behaviours. The scenarios developed could be used for other health sciences students; the approach is a model for affective domain learning in all professions. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia