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Audionomens perspektiv på par-handledning


Please use this identifier to cite or link to this item: http://hdl.handle.net/2077/67211

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Title: Audionomens perspektiv på par-handledning
Other Titles: Audiologists perspectives on peer-learning
Authors: Wallström-Berg, Birgitta
Issue Date: 5-Jan-2021
Degree: Student essay
Keywords: Peer-learning
supervisor
clinical education
Par-handledning
handledare
verksamhetsförlagd utbildning
Abstract: Bakgrund: Att handleda studenter har de senaste åren fått ett ökat fokus med anledning av par-handledningsmodellens införande. Som pedagogisk modell utgör par-handledning en värdefull möjlighet att utveckla studentens lärande och självständighet som förberedelse inför ett livslångt lärande. Par-handlednings modellen innebär att två studenter handleds parallellt och att en viss struktur efterföljsav både handledare och studentparet. Syfte: Syftet med studien är att beskriva audionomernas erfaren... more
Description: Background: The role of supervising audiology students has received an increased amount of attention since the introduction of the peer-learning model a few years back. Peer-learning is a model used during the students’ clinical practice. It has a specific structure based on two students actively working together as peers. As a pedagogical model it is perceived to increase students training and independence to prepare them for a lifelong learning perspective. Objective: The purpose of the study is to describe the supervisor’s experience of supporting audiology students during their clinical practice using the peer-learning model. Method: This is a qualitative study based on three focus group interviews. The collected material was analysed according to a manifest content analysis using an inductive approach. Result: The results are organised in four main categories: Peer-learning, Supervision, traditional supervision and improvement area. This study shows how the role of the supervisor is perceived as changed since the peer-role model was introduced in the clinical practice. The supervisors express that they are enabled to take a step back which gives them a different role to have a more observative role. Positive aspects were expressed regarding an increased amount of reflection for the supervisors and the discussions being more in-depth between the supervisors and students. Conclusion: The supervisor´s experience was evaluated in a positive way. Further the study also show that supervisors sometimes feel time and energy demanding being responsible for two students at the same time. They find it extra challenging to adjust to each student´s individual need of support especially if the level of knowledge differs significantly between the two students. It was also expressed that students that feel secure and have a good collaboration with their peer tend to ask their supervisors more questions.
URI: http://hdl.handle.net/2077/67211
Appears in Collections:Magisteruppsatser

 

 

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