This online tutorial forms part of your

ongoing training as a clinical supervisor

with the aim to assist and support you in

the facilitation of the learning of B. OT

students within their clinical placements

at Stellenbosch University.

Objectives of the tutorial:

• To introduce you to the 5 basic learningtheories.

• To explore the practical application ofthose learning theories within the clinicaleducation setting.

• To offer a self-learning assessment todetermine your coverage of the material.

• To act as a platform for online discussion ofthe material and your related experienceswith students on the clinical supervisors’blog.

A working knowledge andunderstanding of key learning theoriescan help inform teaching practice byproviding a rational basis for selection ofspecific instructional strategies, fosteringof the articulation of important learningobjectives, and facilitating theimplementation of evaluation strategiesthat are well matched to curricular goals(Torre et al., 2006).

Reference: Torre, D.M., B.J. Daley, J.L. Sebastian, M.E. Elnicki, 2006:Overview of current learning theories for medical educators. TheAmerican Journal of Medicine 10, 903 – 907.

Knowing about learning theories will help

you to:

• Plan how to facilitate learning of theory /

skill.

• Communicate the aims for learning to

students.

• Match how you test knowledge to your

aims for student learning.

• Constructivism

• Cognitivism

• Behaviourism

• Humanism

• Social Learning

Constructivists believe knowledge is

formed within the learner by integrating

learning activities and experiences into

existing knowledge and beliefs, with the

focus on developing

meaning, achieving understanding and

assigning significance to experience.

• Emphasizing the relation of the new

information or skills learnt within the

clinical work context to existing

information.

• Building on students frame of reference

by emphasizing the OT process leading

up to these actions, using the information

gained from previous assessment of the

client, and any previous feedback they

had received when completing these

actions, in order to set up treatment

programmes and goals.

• Relate the new information/skill to

experiences/cases/clients the students

are currently working with, by using them

as examples of concrete ways in which

the new information and skills can be

applied.

• Critical reflection on students’

assumptions during their evaluation of

client contact sessions and client

response to treatment will also assist in

facilitating realistic assumptions which

can aid in integrating new knowledge

and skills into an existing frame of

reference.

In this approach, the learner uses their

cognitive tools such as

insight, information

processing, perceptions and memory to

assign meaning to events.

• Here, the clinical supervisor can act as a

role-model, modelling critical thinking

through using the ‘thinking aloud

approach’ to aid the students in

understanding the clinical reasoning

behind decisions made with regards to

treatment (adding an element of social

learning theory with the use of role-

modelling).

• Developing of critical thinking can also

be aided by the reflection process (both

during client interaction and after client

interaction).

Three stages of the reflective process are suggested as follows (Boud, Keogh & Walker, 1996 as contained in Torre et al., 2006):

1. Returning to and replaying the experience.

2. Attending to the feelings that the experience provoked.

3. Re-evaluating the experience.

This technique can be used during post-session evaluation as well as duringtutorials, when specific difficulties orsuccesses in client interactions can bediscussed.

This approach is useful in development of

competencies and demonstrating

technical or psychomotor skills. The

desired outcome is a change in

behaviour.

• This theory could be used not only to aid

in developing students’ competency in

clinical skills but also in their written

work, through mastery of each step of

the OT process.

• Behaviourism can also be utilised in the

assessment process (both formative and

summative) as students are assessed and

feedback is given on their practical

treatment skills and interpersonal

interactions with the client during

treatment.

• Feedback should focus specifically on

behaviours.

• Discussion of these behaviours aids in

critical reflection on practice and

thereby aids in behavioural change.

This approach focuses on achieving the

learner’s full potential by facilitating the

learner to become autonomous and

self-directed.

• Though student learning and interactionwith clients is heavily regulated throughpolicies and procedures as contained inthe clinical manual of the Department ofOccupational Therapy, these policiesand procedures are there due to anethical responsibility to both the studentand the client being treated to ensurethat both are safe during this learningexperience.

• There is however potential for freedom

within this structure, in that students should

be encouraged to complete their clinical

work as independently as possible, with

seeking of guidance from the clinical

supervisor and clinical occupational

therapist in the area only when they have

exhausted other options for support (such

as reference to class notes and resources

and discussion with fellow students).

• Students should be encouraged to

independently research their diagnoses,

plan and implement all assessment and

treatment activities, and determine a focus

of treatment. This should occur with the

support of the clinical supervisor, however

should largely be left up to the student,

promoting autonomy and a self-directed

approach to learning.

This approach focuses on students

assimilating new information and

assuming new roles that require role

modelling, behavioural rehearsal and

attending to observed behaviours.

• The clinical supervisor / therapist can use

this approach to initiate best practice in

a clinical work setting by modelling

appropriate behaviours within the

clinical work setting, such as approach

and interaction with clients, colleagues

and team members.

Please proceed back to the clinical supervisors blog by clicking ‘Back’ / on your internet browser.

There you will find a link to the self-directed learning assessment tool for this tutorial.

Many thanks for your participation.

PTO for links to illustrative YouTube videos ...

• Constructivism: http://www.youtube.com/watch?v=djJVOVoLTno&NR=1

• Cognitivism: http://www.youtube.com/watch?v=BX5mx3YTuWs

• Behaviourism: http://www.youtube.com/watch?v=1f_MWBvrPuk&NR=1

• Humanism: http://www.youtube.com/watch?v=528pb/K_cQx-w

• Social learning: http://www.youtube.com/watch?v=cjpH0-gDmKU