ABSTRACT

Signature pedagogies have been identified for medicine and nursing, however are not yet resolved for allied health. This paper explores feedback as part of the signature pedagogy for health professions clinical placements. It adopts a Theory of Practice Architectures perspective to understand feedback practices, within the context of placements which involved student mentoring. Two dominant practices were found to characterise feedback: creating a comfortable learning environment through feedback, and achieving feedback for learning. Analysis of the arrangements revealed the impact of educators’ caseloads in enabling, and more often, constraining feedback practices. Student mentors ensured that feedback occurred, suggesting that students can recognise and contribute to feedback as part of a signature pedagogy. Further, similarity across the two professions in this study supports the contention that there is a common signature pedagogy for clinical placements. This has implications for educator development and the role of students within workplace learning.

摘要

已经确定了医学和护理的标志性教学法，但尚未解决专职健康问题。本文探讨了作为卫生专业临床实习标志性教学法一部分的反馈。它采用实践架构理论的观点来理解反馈实践，在涉及学生指导的实习环境中。发现有两种主要的实践来表征反馈：通过反馈创造一个舒适的学习环境，以及实现学习反馈。对这些安排的分析揭示了教育工作者的案例对支持反馈实践的影响，更常见的是，限制了反馈实践。学生导师确保反馈的发生，这表明学生可以识别反馈并作为标志性教学法的一部分做出贡献。更多，本研究中两个专业的相似性支持了这样的论点，即临床实习有一个共同的标志性教学法。这对教育工作者的发展和学生在工作场所学习中的作用有影响。