title: Facilitating effective learning during clinical placement.
abstract: The aim of this pilot study was to employ a qualitative research methodology to explore students' perceptions of learning and assessment of that learning whilst on clinical placement. The students' perceptions were sampled by questionnaire both pre- and post-placement (ten weeks block placement). The analysis of the data was undertaken using principles from Grounded Theory (Strauss and Corbin 1990). The analysis yielded a number of categories and bipolar paradigms relating to learning and assessment. However little change was seen between comments made pre and post-placement. The implications of this analysis are discussed.
authors.affiliation: School of Health and Policy Studies (FHCC), University of Central England in Birmingham. julie.nettleton@uce.ac.uk
authors.forename: J
authors.initials: J
authors.lastname: Nettleton
authors.forename: O
authors.initials: O
authors.lastname: Reilly
mesh_terms: D004521:Educational Measurement; D006801:Humans; D007397:Internship, Nonmedical; D007808:Language Therapy / Q000193:education*; D007858:Learning; D010865:Pilot Projects; D013070:Speech Therapy / Q000193:education*