“Starting from a higher place”: linking Habermas to teaching and learning clinical reasoning in the emergency medicine context

Delany, Clare; Kameniar, Barbara; Lysk, Jayne; Vaughan, Brett

doi:10.1007/s10459-020-09958-x

Cited by 2 publications

(3 citation statements)

References 51 publications

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“…Each form of interest is essentially an orientation, geared towards learning and practice. (Delany et al, 2020). Exploring people's disposal of food requires understanding people and their lifeworld's, which is accomplished through the inclusion of socio-demographic characteristics into the framework.…”

Section: Literature Reviewmentioning

confidence: 99%

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Got waste: knowledge, behavior and self-assessment on food waste of university students in Germany

Gabriel

Rombach

Wieser

et al. 2021

IFAM

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The paper analyzes German students’ interest, perceived importance, knowledge, and behavior regarding food waste. This target group was expected to differ from the general population in terms of food consumption (shopping, cooking, and storage of food) and increased food waste due to their lifestyle. An online survey resulted in 253 participants enrolled in different study programs. Of the sample, 64% studied in life science programs, which were anticipated to have an impact on students’ behavior regarding food. Linear regression models were used to determine the importance of food waste avoidance to students, and their frequency of food disposal. In addition, students were asked about reasons for food waste and assessed statements for each consumption phase. High positive impacts were found for students’ general interest in food waste topics. They attested themselves sensible handling of food products, and rated themselves better than the average German consumer in all surveyed statements. For the target group of university students, detailed knowledge of food waste issues showed little influence on reported behaviors. In conclusion, awareness campaigns, while useful, should not be the only way to target a reduction in food waste, but have to be supplemented by other means.

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Section: Literature Reviewmentioning

confidence: 99%

“…Self-critical assessment of food waste generation requires people to have emancipatory knowledge. Emancipatory knowledge requires people to have a strong sense of ethics and an interest in reflecting on ethic aspects of a given context (Delany et al, 2020). Yet, reflections on ethics and one's own behavior are often biased.…”

Section: Literature Reviewmentioning

confidence: 99%

Got waste: knowledge, behavior and self-assessment on food waste of university students in Germany

Gabriel

Rombach

Wieser

et al. 2021

IFAM

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“…Developing clinical practice skills is a necessary and vital component of initial teacher education because it enables teachers to develop a process of critical reflection aimed at improving their teaching well beyond their teacher education programmes. This study does not focus on the merits of the clinical model but instead undertakes a closer examination of clinical reasoning (Delany et al, 2020) and the educative processes in teacher education that sustain it (Burn & Mutton, 2015).…”

Section: Introductionmentioning

confidence: 99%

A taxonomy of clinical reasoning for pre-service teachers on professional experience

Loughland¹,

Bostwick²

2022

Aust. Educ. Res.

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Clinical reflection with a focus on student impact is now a mandated attribute for graduate teachers across Australia via the capstone teacher performance assessment task. This policy move is forcing teacher educators to examine their programs to find space for activities that help pre-service teachers to develop the skills and dispositions required for the teacher performance assessment. Some of the best opportunities for clinical reflection occur after pre-service teachers teach lessons during their professional experience in schools. The data for this study were generated during the trial of a lesson feedback and reflection form for pre-service teachers in NSW, Australia. This study examined 13 pre-service teachers’ responses in 134 lesson feedback and reflection forms. A phenomenographic analysis was conducted on the responses to produce an inclusive and hierarchical four-level taxonomy of clinical reflection. These data showed that although all levels of the taxonomy were present in post lesson feedback and reflection forms, clinical reflection was less frequent than other categories of reflective practice such as causal. These findings have clear implications for the precision of the learning protocols deployed in professional experience experiences in teacher education for the purpose of fostering clinical reflection.

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“Starting from a higher place”: linking Habermas to teaching and learning clinical reasoning in the emergency medicine context

Cited by 2 publications

References 51 publications

Got waste: knowledge, behavior and self-assessment on food waste of university students in Germany

Got waste: knowledge, behavior and self-assessment on food waste of university students in Germany

A taxonomy of clinical reasoning for pre-service teachers on professional experience

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