Making use of the student as a resource for ‘mutual education’

Slide 23 of 24 Notes:
When resources are scarce, both learning and its assessment can be seen as a burden. Too often the demands that educationists make seem remote from practice.

It is still too early to provide a host of clearly defined practical guidelines on integrating assessment and mutual education.

However, it may be worth mentioning how the student role may be employed in order to promote discussion of how it may be further developed. To do this the role of the student in the practice area needs itself to be re-assessed and perhaps re-defined. Typically the learning of the student is seen as secondary to the practice of caring and the pressures of everyday work. It need not be like this.

Clearly, there are implications for course design, the professional development of both clinical and education staff and perhaps the re-thinking of the communications mechanisms between education and the clinical area. But these are subjects for another paper - hopefully, for the final report of PANDA.