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).

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Description/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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/14767333.2010.518378
ISSNs: 1476-7333 (print)
Keywords: action learning sets, higher education, students, voluntary participation, facilitators, congruity
Subjects:
ePrint ID: 187385
Date :
Date Event
2010Published
Date Deposited: 17 May 2011 14:32
Last Modified: 18 Apr 2017 02:09
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/187385

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