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Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor : influence on the teaching–learning relationship

dc.contributor.authorMeyer, Ilse S.en_ZA
dc.contributor.authorLouw, Alwynen_ZA
dc.contributor.authorErnstzen, Dawnen_ZA
dc.date.accessioned2018-12-11T13:42:41Z
dc.date.available2018-12-11T13:42:41Z
dc.date.issued2017
dc.identifier.citationMeyer, I. S., Louw, A. & Ernstzen, D. 2017. Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor : influence on the teaching–learning relationship. South African Journal of Physiotherapy, 73(1):1-8, doi:10.4102/sajp.v73i1.349
dc.identifier.issn2410-8219 (online)
dc.identifier.issn0379-6175 (print)
dc.identifier.otherdoi:10.4102/sajp.v73i1.349
dc.identifier.urihttp://hdl.handle.net/10019.1/105254
dc.descriptionCITATION: Meyer, I. S., Louw, A. & Ernstzen, D. 2017. Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor : influence on the teaching–learning relationship. South African Journal of Physiotherapy, 73(1):1-8, doi:10.4102/sajp.v73i1.349.
dc.descriptionThe original publication is available at http://www.sajp.co.za
dc.description.abstractBackground: Clinical education is widely considered to be the cornerstone of health care professionals’ education. Clinical educators (CEs) fulfil many roles and act as both mentors and assessors in the learning process of students’ undergraduate health care professions education. However, changing from being a mentor to being an assessor may present particular challenges for both the CE and the students. Objective: To explore students’ perceptions of how the dual role of a CE as mentor and assessor influenced the teaching–learning (T-L) relationship. Method: A qualitative descriptive study, involving seven individual semi-structured interviews and two focus group discussions, was conducted with students in the Division of Physiotherapy, Stellenbosch University. A contextualised interpretive content analysis was used to analyse the data. By following an iterative process, themes were identified and categories were reviewed and refined. Results: Challenges were experienced when CEs had to act and change as both mentors and assessors to the needs of the students. This influenced the T-L relationship and consequently impacted the learning of students. The expectations of students and CEs were often not fulfilled. Contradictions were disclosed regarding the dual role of CEs. Conclusion: The findings of the study, grounded in the perceptions and experiences of students on the dual role of the CE, are highlighted. It is important to consider the challenges that the students face in order to minimise any negative effects these challenges could have on students’ learning processes.en_ZA
dc.description.urihttps://sajp.co.za/index.php/sajp/article/view/349
dc.format.extent8 pages
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS Publishing
dc.subjectClinical medicine -- Practice -- Study and teachingen_ZA
dc.subjectPhysical therapy -- Study and teaching -- Supervisionen_ZA
dc.subjectPhysical therapy -- Study and teaching -- Psychological aspectsen_ZA
dc.titlePhysiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor : influence on the teaching–learning relationshipen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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