Reflections and learning from using action learning sets in a healthcare education setting

Dunphy , Liz , Proctor , Gillian , Bartlett , Ruth , Haslam , Mark and Wood, Chris (2010) Reflections and learning from using action learning sets in a healthcare education setting. Action Learning: Research and Practice, 7, (3), 303-314. (doi:10.1080/14767333.2010.518378).


[img] PDF - Version of Record
Restricted to System admin

Download (110Kb) | Request a copy


This 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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/14767333.2010.518378
ISSNs: 1476-7333 (print)
1476-7341 (electronic)
Keywords: action learning sets, higher education, students, voluntary participation, facilitators, congruity
Subjects: L Education > LA History of education
R Medicine > R Medicine (General)
Divisions : University Structure - Pre August 2011 > School of Health Sciences
ePrint ID: 187385
Accepted Date and Publication Date:
Date Deposited: 17 May 2011 14:32
Last Modified: 31 Mar 2016 13:39

Actions (login required)

View Item View Item

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics