Helping students to become independent learners and professionals
When a supportive teacher-student relationship is set up, in which the student is helped towards becoming a self-motivated, self-directed learner, then the ground is ready for the use of a number of teaching methods and the provision of opportunities which will promote the student’s learning. Previous models of clinical supervision presumed that students learnt through a process of absorption. Good, well-targetted teaching procedures should be used in clinic to ensure that the student’s time is productive, and that valuable staff resources are used efficiently and effectively. It is better to have less time in clinic, with good teaching, than a longer time not used purposefully.
KeywordsTeam Member Cerebral Palsy Team Work Clinical Teacher Clinical Session
Unable to display preview. Download preview PDF.
- Crago, M.B. and Pickering, M. (1987) Supervision in Human Communication Disorders, College Hill Press, Boston.Google Scholar
- Fish, D., Twinn, S. and Purr, B. (1990) How to Enable Learning Through Professional Practice. West London Institute of Higher Education in association with Brunei University.Google Scholar
- National Health Service Training Authority (1987) Report of a Working Party on the Development of Supervisors of Students in the Health Professions. Google Scholar
- Rassi, J. (1978) Supervision in Audiology, University Park Press, Baltimore.Google Scholar