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dc.contributor.authorSturge, S
dc.contributor.authorPearson-Jenkins, James
dc.date.accessioned2016-11-29T09:01:11Z
dc.date.available2016-11-29T09:01:11Z
dc.date.issued2016-11
dc.identifier.citationPearson-Jenkins, J & Sturge, S (2016) Not through confusion or fear: motivational approaches for preparing Physician Associate students for post graduate study and beyond. Pedagogy in Practice, 2(1), pp.1-11.
dc.identifier.issn2396-9326
dc.identifier.urihttp://hdl.handle.net/2436/620296
dc.descriptionThis is an accepted manuscript of an article published by University of Wolverhampton in Pedagogy in Practice in November 2016, available online: http://ejournal.ewlv.org/?attachment_id=101 The accepted version of the publication may differ from the final published version.
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.
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://ejournal.ewlv.org/wp-content/uploads/2016/11/Not-through-confusion-or-fear-Original-copy-Pedagogy-in-Practice.pdf
dc.subjectPhysician Associate
dc.subjecthigher education
dc.subjectmatriculation
dc.subjectprogression
dc.subjectmotivation
dc.subjectcurriculum
dc.subjectteacher-student relationship
dc.titleNot through confusion or fear: motivational approaches for preparing Physician Associate students for post graduate study and beyond.
dc.typeJournal article
dc.identifier.journalPedagogy in Practice
dc.date.accepted2016-11
rioxxterms.funderJisc
rioxxterms.identifier.projectUoW291116SS
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.licenseref.startdate2016-11-29
dc.source.volume2
dc.source.issue1
dc.source.beginpage1
dc.source.endpage11
refterms.dateFCD2018-10-19T09:10:47Z
refterms.versionFCDAM
refterms.dateFOA2016-11-29T00:00:00Z
html.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.


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