Making use of the student as a resource for ‘mutual education’
Tailoring project activities to clinical/ educational needs
scheduling focus meetings: to negotiate educational and clinical needs/interests/ opportunities
feedback on issues, questions, problems, opportunities
making final profile an assessable resource for professional use
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. Ty
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