R K Ladyshewsky1, S C Barrie, V M Drake. 1. School of Physiotherapy, Curtin University of Technology, Shenton Park, Western Australia, Australia. r.ladyshewsky@info.curtin.edu.au
Abstract
BACKGROUND AND PURPOSE: This program evaluation was designed to evaluate productivity and the learning processes used during individual and cooperative clinical education experiences. SUBJECTS AND METHODS: Clinical instructors (n=23) and senior students (n=20) at the bachelor's degree level who were engaged in an individual learning experience at an Australian school provided workload productivity data on their daily patient care, administration, and teaching activities. An evaluation of the teaching and learning processes was conducted via questionnaire at the end of the experience. This same information was provided by a group of clinical instructors (n=8) and senior students (n=16) who were engaged in a cooperative learning experience. RESULTS: Clinical instructors in both learning experiences had to reduce their normal levels of productivity to supervise the students. The amount of patient care provided by students, however, compensated for this reduction in clinical instructor productivity. The extent of productivity gains in areas other than patient care were greater for the cooperative learning experience. Clinical instructors and students rated the individual and cooperative learning experiences similarly, although the students rated 3 particular learning processes more highly in the cooperative learning experience. CONCLUSION AND DISCUSSION: Advantages with respect to patient care, teaching, and administrative productivity were identified for each learning experience. From the perspective of the students, the cooperative learning experience appeared to provide additional educational benefits.
BACKGROUND AND PURPOSE: This program evaluation was designed to evaluate productivity and the learning processes used during individual and cooperative clinical education experiences. SUBJECTS AND METHODS: Clinical instructors (n=23) and senior students (n=20) at the bachelor's degree level who were engaged in an individual learning experience at an Australian school provided workload productivity data on their daily patient care, administration, and teaching activities. An evaluation of the teaching and learning processes was conducted via questionnaire at the end of the experience. This same information was provided by a group of clinical instructors (n=8) and senior students (n=16) who were engaged in a cooperative learning experience. RESULTS: Clinical instructors in both learning experiences had to reduce their normal levels of productivity to supervise the students. The amount of patient care provided by students, however, compensated for this reduction in clinical instructor productivity. The extent of productivity gains in areas other than patient care were greater for the cooperative learning experience. Clinical instructors and students rated the individual and cooperative learning experiences similarly, although the students rated 3 particular learning processes more highly in the cooperative learning experience. CONCLUSION AND DISCUSSION: Advantages with respect to patient care, teaching, and administrative productivity were identified for each learning experience. From the perspective of the students, the cooperative learning experience appeared to provide additional educational benefits.