The practicum constitutes an integral part of many professional courses in higher education; and is manifest in several different forms depending on the discipline: field experience, cooperative education, sandwich programs, internships, clerkships, clinical practicum, and the like. This paper provides an overview of different ways in which the practicum has been conceptualised, implemented and evaluated in higher education. It focuses attention on the purpose and value of the practicum; the relationship between the practicum and the learning outcomes of a course as a whole; and the structure and placement of the practicum within a course. Findings indicate that whilst the practicum is widely accepted as a valuable and successful component of professional education, it has a number of shortcomings; and the lack of good quality research into the practicum makes it difficult to draw unequivocal conclusions. A number of questions are posed to guide further research into the role of supervision during practicum placements; the kinds of learning goals and outcomes that are best achieved through the practicum; and the impact on student learning of the length and structure of the practicum.

ABSTRACT. The authors investigated whether the knowledge of results (KR) schedule influences the extent to which intrinsic feedback is noticed and used. Fifty-six participants received KR that was either delayed over 2 trials (Delay-2) or provided directly after each trial (Delay-0) during 160 trials of an unfamiliar aiming task. No-KR retention tests were given after 80 trials and 1 min and 24 hr after the end of acquisition. After retention, all participants were questioned about their use of intrinsic feedback during practice and whether those sources changed as a function of practice. The Delay-2 group performed significantly less accurately on the 1st and last blocks of acquisition trials but showed a significantly smaller performance decline from acquisition to retention. Moreover, the Delay-2 group noticed and used a greater variety of intrinsic feedback sources and its members were more likely to report that their usage changed with practice.

In a climate of rapid change and proliferating knowledge, there is an onus on teachers in higher education to assume more responsibility for helping students to develop as self-directed learners in their courses. In particular, problem-based learning is a potential educational framework within which to provide this assistance. From its theoretical basis, the paper reports on a study which explored the perceptions held by a group of students about their self-directed learning during a university semester. The professional course within which the students were enrolled implemented problem-based learning, and overtly encouraged the development of self-directed learning ability as one of the published objectives of the course. Results showed significant changes in their perception of the importance of self-directed learning; and highly significant changes in their perceptions of their ability as self-directed learners. It is suggested that the results are most likely due to the influence of the educational environment.

No abstract

No abstract

No abstract

Exercise is important for optimal recovery and quality of life for lower limb amputees. General guidelines for training to improve quality of life, gait retraining, and attenuation of risk factors for lower limb amputees will be outlined. Exercise prescription outlined in this column for lower limb amputees is based on the amputee's progress and stage of rehabilitation.

Objective: Postural control deficits have been extensively reported following sport-related concussions. Concussed athletes demonstrate these deficits as early as 24 h post-concussion and may persist for up to six months. Many of these prior studies have included mixed samples with prior injury history that may affect the postural control data. The purpose of this investigation was to evaluate the effect of concussion history on postural control 24-48 h following sport-related concussion in Division I athletes. Approach: Twenty-eight Division I athletes (seven athlete controls (CON), seven no history (SRC0), seven with a previous concussion (SRC1), and seven with 2-3 concussions (SRC3) participated in this study. All participants were assessed within 24-48 h postsubsequent SRC and performed three trials of quiet stance in the eyes closed (EC) conditions for 30 s each on a force platform (1000 Hz). The data were analyzed with root mean square (RMS) and mean excursion velocity (MEV) in the anteroposterior (AP) and mediolateral (ML) directions. Two 3 × 2 MANOVAs were run by direction for group comparisons. Main results: SRC2 had significantly greater RMS than CON, SRC0, and SRC1 in the AP direction and ML direction. SRC2 exhibited significantly greater AP and ML MEV than CON, SRC0, and SRC1. Significance: These results demonstrate that having 2-3 prior concussions negatively affects the postural system after a subsequent head injury. Sports medicine staff should approach the recovery process with caution with those that have a prior history of concussion, due to the negative effects that history of concussion has on postural control strategies.