Reflections and learning from using action learning sets in a healthcare education setting
2010; Taylor & Francis; Volume: 7; Issue: 3 Linguagem: Inglês
10.1080/14767333.2010.518378
ISSN1476-7341
AutoresLiz Dunphy, Gillian Proctor, Ruth Bartlett, Mark Haslam, Chris Wood,
Tópico(s)Hermeneutics and Narrative Identity
ResumoThis paper describes the delivery of action learning sets to students on the peer educator course provided by the Dementia Studies Department at University of Bradford. Our understanding of action learning sets is laid out together with our rationale for their use on this course. Feedback is presented that described a conflicted, even confused experience for many of those involved. This paper is the outcome of the organising teams' effort to make sense of, and learn from, this feedback in order to inform our future practice. We conclude that, amongst the many issues, most key was that the students had been subscripted into an action learning process for which voluntary commitment is more usually the norm.
Referência(s)