‘I'm allowed to experiment’: the role of people with psychiatric disorders in facilitating students' learning

Lyons, Michael D.; Ziviani, Jenny

doi:10.1002/oti.70

Cited by 3 publications

(1 citation statement)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fieldwork education also contributes to the socialisation of students into the culture of the profession (Thompson & Ryan, 1996a;Lyons & Ziviani, 1998;Kasar & Muscari, 2000). Opportunities to observe and model from experienced professionals expose students to the subtle, unspoken social mores of the profession and the practice environment.…”

Section: Introductionmentioning

confidence: 98%

Development of the student placement evaluation form: A tool for assessing student fieldwork performance

Allison

Turpin

2004

Aus Occup Therapy J

View full text Add to dashboard Cite

Evaluation of students undertaking fieldwork education placements is a critical process in the health professions.As training programs and practice evolve, systems for assessing students need to be reviewed and updated constantly. In 1995, staff of the occupational therapy training program at the University of Queensland, Australia decided to develop a new tool for assessing student fieldwork performance. Using an action research methodology, a team developed the Student Placement Evaluation Form, a flexible and comprehensive criterion-referenced evaluation tool. The present paper examines action research as an appropriate methodology for considering real-life organisational problems in a systematic and participatory manner. The action research cycles undertaken, including preliminary information gathering, tool development, trial stages and current use of the tool, are detailed in the report. Current and future development of the tool is also described. K E Y W O R D S action research, fieldwork evaluation.

show abstract

Section: Introductionmentioning

confidence: 98%

Development of the student placement evaluation form: A tool for assessing student fieldwork performance

Allison

Turpin

2004

Aus Occup Therapy J

View full text Add to dashboard Cite

show abstract

The client as educator: learning about mental illness through the eyes of the expert

Bennett

Baikie

2003

Nurse Education Today

View full text Add to dashboard Cite

Teaching with madness/‘mental illness’ autobiographies in postsecondary education: ethical and epistemological implications

Bie

2021

Med Humanities

View full text Add to dashboard Cite

This paper presents a critical interpretive synthesis of 53 articles describing the pedagogical use of madness/‘mental illness’ autobiographical narratives in postsecondary education. Focusing on instructor intentions and representations of student learning outcomes, findings indicate that narratives are most commonly used as ‘learning material’ to engage students in active learning, cultivate students’ empathy, complement dominant academic/professional knowledges, illustrate abstract concepts and provide ‘real’-life connections to course content. This paper contributes to a conversation across the intellectual traditions of Mad studies, medical humanities, educational research, stigma reduction and service user involvement to interrogate pedagogical uses of autobiographical narratives that remain in uncritical educational terms rather than as a matter of justice for Mad communities. While teaching with narratives will not inevitably result in social justice outcomes, thoughtful engagement with the ethical and epistemological considerations raised throughout this review may increase this possibility by shifting when, why and how we teach with autobiography.

show abstract

‘I'm allowed to experiment’: the role of people with psychiatric disorders in facilitating students' learning

Cited by 3 publications

References 31 publications

Development of the student placement evaluation form: A tool for assessing student fieldwork performance

Development of the student placement evaluation form: A tool for assessing student fieldwork performance

The client as educator: learning about mental illness through the eyes of the expert

Teaching with madness/‘mental illness’ autobiographies in postsecondary education: ethical and epistemological implications

Contact Info

Product

Resources

About