Thesis (MPhil)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: At the core of clinical education, within the allied health professions, is the teaching-learning
relationship between the clinical educator and the student which is reinforced by and grounded in
the explanatory theories of socio-constructivism, experiential learning and positioning. A good
teaching-learning relationship is fundamental to the success of the students’ learning in the clinical
environment. Clinical educators fulfil a dual role as mentors and assessors to students. The
purpose of this study is to explore the students’ and clinical educators’ perceptions of the dual role
of a clinical educator of students in the physiotherapy clinical environment, and how the
perceptions of both parties influence the teaching-learning relationship. By following a
phenomenological qualitative research approach with an interpretivist paradigm the researcher
obtained data from focus groups and individual interviews. Data analysis involved a contextualised
interpretive content analysis paradigm. The perceptions of the participants in the teaching-learning
relationship, their particular expectations, challenges and preferences, reflect their experiences
and are presented in the findings of the study. The findings of this study are comprehensively
discussed and recommendations are made to transform the teaching-learning relationship by
repositioning the participants (both students and clinical educators) in order to enhance the quality
of the clinical learning experience within the physiotherapy clinical environment. / AFRIKAANSE OPSOMMING: Die onderrig-leerproses-verhouding tussen die kliniese dosent en die student vorm die kern van
kliniese onderrig, ondersteun deur en op grond van die verduidelikende teorieë van sosiale
konstruktivisme, leerervaring en posisionering, vir verwante gesondheidsberoepe. Die onderrigleerproses-
verhouding word daarom beskou as die grondslag vir die sukses van leergeleenthede,
aangesien die kwalitiet van die verhouding deurslagggewend is om studente se leerproses in die
kliniese omgewing te ondersteun. Kliniese dosente speel ‘n dubbele rol as mentors en assessore
vir studente. Die doel van die studie is om studente en kliniese dosente se sienings van die
dubbele rol van ‘n kliniese dosent van studente binne die kliniese onderrigveld van fisioterapie in
die kliniese omgewing te ondersoek, asook hoe die persepsies van albei partye die onderigleerproses-
verhouding beinvloed. Die data word verkry van fokusgroepe en individuele
onderhoude deur ‘n fenomenologiese kwalitatiewe navorsingsbenadering met ‘n interpreterende
paradigma te volg. Die data is ontleed volgens ‘n kontekstuele interpreterende
inhoudsontledingsproses. Die persepsies van die deelnemers aan die onderrig-leerprosesverhouding,
hul spesifieke verwagtinge, uitdagings en voorkeure as drie breë temas van hierdie
tesis, weerspieël hul ervarings en word weergegee in die bevindings van die studie. Die navorsing
bespreek hierdie bevindings en doen regstellende aanbevelings oor die bevindings. Hierdeur kan
die onderrig-leerproses-verhouding, deur herposisionering van albei partye (studente sowel as
kliniese dosente), getransformeer word en die gehalte van die kliniese leerervaring in die
fisioterapeutiese kliniese omgewing verbeter word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/85784 |
| Date | 12 1900 |
| Creators | Meyer, Ilse S. |
| Contributors | Louw, Alwyn, Erntszen, Dawn, Stellenbosch University. Faculty of Medicine & Health Sciences. Centre for Health Professions Education. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 90 p. : ill. |
| Rights | Stellenbosch University |
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