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A Learning Contract in Clinical Education and Fieldwork
Clinical Medicine Research
Volume 4, Issue 3-1, May 2015, Pages: 31-35
Received: Jan. 30, 2015; Accepted: Jan. 30, 2015; Published: Mar. 21, 2015
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Antwi W. K., Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
Kyei K. A., Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
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Providing feedback to students is a vital skill needed by all clinical teachers. For students to develop and improve their skills in the activity they are involved in, they need to know how they are performing. Providing feedback does not follow that there will be optimal learning. Students should, in the initial stages, be made aware of the desired standard or goal, because it enables them to compare their own performance with the required standard. It is therefore suggested that it should be made known to the learner, some detail of what to do and what they can do in order to improve. Clinical activities of students without feedback could affect their skill training and the patients as well. Proper guidelines should be followed and attention should also be given to those students with learning difficulties.
Feedback, Guidelines, Performance, Instructor
To cite this article
Antwi W. K., Kyei K. A., A Learning Contract in Clinical Education and Fieldwork, Clinical Medicine Research. Special Issue: Radiographic Practice Situation in a Developing Country. Vol. 4, No. 3-1, 2015, pp. 31-35. doi: 10.11648/j.cmr.s.2015040301.17
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