Not through confusion or fear: motivational approaches for preparing Physician Associate students for post graduate study and beyond.

3.50
Hdl Handle:
http://hdl.handle.net/2436/620296
Title:
Not through confusion or fear: motivational approaches for preparing Physician Associate students for post graduate study and beyond.
Authors:
Sturge, S; Pearson-Jenkins, James
Abstract:
This review paper explores the underlying principles of motivating Physician Associate students during both matriculation and progression points of post-graduate study. Pertinent notions of the teacher student relationship and its complexities are examined against the literature, aligned to constructionist learning theories. The impact of such motivational expressions by Higher Education teachers sets the scene for future approaches to deep learning that can impact upon safe and compassionate clinical practice. Educational novices are viewed to be in the ideal position within Higher Education and external stakeholders to explore and design an articulated curriculum that is fit for the 21st century healthcare economies. The correlation between effective motivation and enthusiasm is considered in line with student experiences and expectations resulting in safe effective patient care. The paper suggests that Higher Education teachers would better meet student expectations with more awareness of student entry level behaviour.
Publisher:
University of Wolverhampton
Journal:
Pedagogy in Practice
Issue Date:
Nov-2016
URI:
http://hdl.handle.net/2436/620296
Additional Links:
http://ejournal.ewlv.org/?attachment_id=101
Type:
Article
Language:
en
ISSN:
2396-9326
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorSturge, Sen
dc.contributor.authorPearson-Jenkins, Jamesen
dc.date.accessioned2016-11-29T09:01:11Z-
dc.date.available2016-11-29T09:01:11Z-
dc.date.issued2016-11-
dc.identifier.issn2396-9326en
dc.identifier.urihttp://hdl.handle.net/2436/620296-
dc.description.abstractThis review paper explores the underlying principles of motivating Physician Associate students during both matriculation and progression points of post-graduate study. Pertinent notions of the teacher student relationship and its complexities are examined against the literature, aligned to constructionist learning theories. The impact of such motivational expressions by Higher Education teachers sets the scene for future approaches to deep learning that can impact upon safe and compassionate clinical practice. Educational novices are viewed to be in the ideal position within Higher Education and external stakeholders to explore and design an articulated curriculum that is fit for the 21st century healthcare economies. The correlation between effective motivation and enthusiasm is considered in line with student experiences and expectations resulting in safe effective patient care. The paper suggests that Higher Education teachers would better meet student expectations with more awareness of student entry level behaviour.en
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.urlhttp://ejournal.ewlv.org/?attachment_id=101en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectPhysician Associateen
dc.subjecthigher educationen
dc.subjectmatriculationen
dc.subjectprogressionen
dc.subjectmotivationen
dc.subjectcurriculumen
dc.subjectteacher-student relationshipen
dc.titleNot through confusion or fear: motivational approaches for preparing Physician Associate students for post graduate study and beyond.en
dc.typeArticleen
dc.identifier.journalPedagogy in Practiceen
dc.date.accepted2016-11-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW291116SSen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2016-11-29en
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