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An analysis of entry-level postgraduate students' readiness for student-centred, Masters level learning

Kell, Clare 2006. An analysis of entry-level postgraduate students' readiness for student-centred, Masters level learning. Learning in Health and Social Care 5 (3) , pp. 133-141. 10.1111/j.1473-6861.2006.00125.x

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Abstract

Allied health professionals have an obligation, through their rules of professional conduct, to maintain currency of practice and to demonstrate active continuous professional development (CPD). Many therapists choose postgraduate (M-Level) studies as part of their ongoing CPD activity. Assuming that practitioner maturity and autonomy can be transferred to educational contexts, many M-Level courses adopt a student-centred approach to their learning and teaching activities. This article reports the results of a learning profile exercise on a group of entry postgraduate students. The results suggest that some students have learning profiles incompatible with direct transition into a student-centred, M-Level learning environment. Learning profiles appear to reflect routes to professional qualification, namely degree vs. graduate diploma. The article will consider the possible learning support needs of postgraduate learners.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Healthcare Sciences
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Uncontrolled Keywords: continuing professional development; learning autonomy; postgraduate studies
Publisher: Wiley-Blackwell
ISSN: 1473-6861
Last Modified: 14 Oct 2017 19:55
URI: http://orca.cf.ac.uk/id/eprint/44531

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