The Project Model of Clinical Education: Eight Pedagogical Principles to Maximize Student Learning and Social Justice Impact

2013 ◽  
Author(s):  
Anna E. Carpenter
Keyword(s):  
Social Justice ◽  
Student Learning ◽  
Clinical Education ◽  
Project Model ◽  
Pedagogical Principles

scholarly journals Duty Bound? Court Possession Schemes and Clinical Education

2014 ◽  
Vol 7 ◽  
pp. 58
Author(s):  
Carol Boothby
Keyword(s):  
Social Justice ◽  
Student Learning ◽  
Clinical Education ◽  
Learning Experience ◽  
Legal Education ◽  
Point Of View ◽  
Teaching Tool ◽  
Hands On ◽  
The University

<p>The opportunity to take part in the local County Court hearings of repossession cases arose around 3 years ago, the same time as I joined the University of Northumbria as a solicitor/ tutor working in the Student Law Office. I wanted to keep up my own hands-on skills as a solicitor, and so grasped this opportunity with enthusiasm. It has been an invaluable teaching tool as part of student’s experiences within the student law office, but only recently have I stopped to take stock of the nature and value of this experience, and to consider more carefully the aims and objectives, from the Student Law Office point of view, in taking part in this.</p><p>This paper looks at experiences with students at court repossession days, and the messages we are giving students when we expose them to this type of work – are we moving closer towards clinical legal education with a social justice agenda? And what do we get out of these court days as a student learning experience. </p>

scholarly journals Acknowledging the relevance of empathy in clinical legal education. Some proposals from the experience of the University of Brescia (IT) and Valencia (ESP)

2018 ◽  
Vol 25 (2) ◽  
pp. 218
Author(s):  
Andrés Gascón-Cuenca ◽  
Carla Ghitti ◽  
Francesca Malzani
Keyword(s):  
Social Justice ◽  
Clinical Education ◽  
Clinical Training ◽  
Legal Education ◽  
Social Diversity ◽  
The People ◽  
Training Plan ◽  
New Challenges ◽  
The University ◽  
Great Development

Legal Clinical Education is experiencing a great development in the Spanish and the Italian university context. Nevertheless, it comes with new challenges that professors have not faced until now: students working in the field with people in situations of vulnerability or in complex realities. Given that one of the major goals of CLE is the preparation not only of professionals for the practice of law, but also people concerned about social justice and social diversity, this piece of research looks into the significance of working with students about the key role that empathy plays in the development of their relation with the people they assist. Moreover, we will suggest some activities to be introduced in the clinical training plan with this purpose, and lastly, we will construct some final thoughts about this research and the feedback we obtain from our clinical colleagues.

scholarly journals Development of Real World Learning Opportunities in Community Exercise Prescription for Healthcare Professional Programmes - ‘Physio Hub’ 

2020 ◽  
Author(s):  
Caitriona Gabrielle Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Healthcare Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Community Outreach ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical. Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy, the curriculum process and resultant education model could be integrated wholly or in part across medical and other healthcare professional programmes and to facilitate interdisciplinary learning.

Measuring Student Learning in Social Justice Courses: The Diversity and Oppression Scale

2015 ◽  
Vol 51 (1) ◽  
pp. 58-71 ◽  
Author(s):  
Liliane Cambraia Windsor ◽  
Clay Shorkey ◽  
DuWayne Battle
Keyword(s):  
Social Justice ◽  
Student Learning

Description of Professional Master's Athletic Training Programs

2015 ◽  
Vol 10 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Thomas G. Bowman ◽  
William A. Pitney ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Retention Rate ◽  
Retention Rates ◽  
Athletic Training Student ◽  
Career Placement ◽  
Data Saturation ◽  
Using Data

Context Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional master's ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review. Results Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs. Conclusions We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.

scholarly journals The Inside-Out Prison Exchange Program: Intersections between Feminism and Communication

Humanities ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 84 ◽  
Author(s):  
Carmen Heider
Keyword(s):  
Social Justice ◽  
Gender Studies ◽  
Women's And Gender Studies ◽  
Exchange Program ◽  
And Gender ◽  
Inside Out ◽  
Women’S And Gender Studies ◽  
Pedagogical Principles

This paper explores the intersections between feminism and communication in an Inside-Out Prison Exchange Program course that is cross-listed with Social Justice and Women’s and Gender Studies. The paper focuses on the alignment of the Inside-Out curriculum with feminist pedagogical principles and explores, through the structure and content of the course, the ways in which these feminist principles interconnect with communication concepts.

scholarly journals Development of Real World Learning Opportunities in Community Exercise Prescription for Health Professional Programmes - ‘Physio Hub’

2020 ◽  
Author(s):  
Caitriona Gabrielle Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Community Outreach ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in health professional programmes is critical.Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by latest exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy in this instance, the curriculum process and resultant education model could be applied across medical and other health professional programmes and to facilitate interdisciplinary learning.

scholarly journals Transformation of Legal Education in Indonesia Based on Social Justice

2020 ◽  
Vol 13 (1) ◽  
pp. 143
Author(s):  
Otong Rosadi ◽  
Awaludin Marwan
Keyword(s):  
Social Justice ◽  
Clinical Education ◽  
Education System ◽  
Legal Education ◽  
Law Students ◽  
The Other ◽  
Short Term ◽  
Legal Studies ◽  
Law And Justice ◽  
Compulsory Subject

The transformation of legal education in Indonesia has become the study and anxiety of many legal experts in Indonesia. Legal education is seen as only producing law graduates who are no more legal craftsmen. Legal education ignores the ideologization of social justice values. Therefore, the transformation of higher legal education in Indonesia absolutely must be done by first carrying out an inventory of the main problems in the legal education system in Indonesia. This article attempts to perform an analysis of the description of the main problems in the legal education system and the steps that should be taken to hasten the transformation of higher legal education in Indonesia. Changes in the Legal Studies Curriculum and the transformation of the learning process that is more oriented towards humanizing lecturers and students have become an urgent need. One of the short-term offers is to make Legal Clinical Education as a compulsory subject in the Legal Studies Program. Whereas the other offer is transformation the Legal Studies Curriculum, Legal Learning Methods and Processes that are oriented in mastering the legal knowledge, legal skills, and law students&#39; alignments on issues of law and justice.

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