Facilitating Effective Learning during Clinical Placement

A qualitative research methodology was employed to explore speech & language therapy students' (N = 26) perceptions of learning & assessment of that learning while on clinical placement. The students' perceptions were sampled by questionnaire both pre- & post-placement. Data analysis relied on principles from grounded theory (Strauss, A., & Corbin, J., 1990) & yielded a number of categories & bipolar paradigms relating to learning & assessment. However, little change was seen between comments made pre- & post-placement. 1 Table, 6 References. Adapted from the source document