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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), pp. 303-314. (doi:10.1080/14767333.2010.518378).

Record type: Article

Abstract

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.

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More information

Published date: 2010
Keywords: action learning sets, higher education, students, voluntary participation, facilitators, congruity

Identifiers

Local EPrints ID: 187385
URI: http://eprints.soton.ac.uk/id/eprint/187385
ISSN: 1476-7333
PURE UUID: da17dfb6-6eed-4094-8e80-97a61122066c
ORCID for Ruth Bartlett: ORCID iD orcid.org/0000-0002-3412-2300

Catalogue record

Date deposited: 17 May 2011 14:32
Last modified: 18 Jul 2017 11:45

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Contributors

Author: Liz Dunphy
Author: Gillian Proctor
Author: Ruth Bartlett ORCID iD
Author: Mark Haslam
Author: Chris Wood

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