Table 1.
Differences between clinical teaching settings on learner assessment and learning outcomes. Bolded text—difference between parties.
| Parameter | Clinical Settings | Traditional Academic Settings | Work-Based Learning |
|---|---|---|---|
| Assessment method | Assessment of competency standards, Direct observations, Review of documentation | Assignment, Orals, OSCE 1, Project, Written | Direct observations; Semi-formative |
| Continuous and cumulative | Episodic | Hopefully continuous and cumulative | |
| Consequences of mistakes | Adverse effects on future learning and risk-taking, Adverse effects on the patient and/or client, Failure, Loss of employment opportunities, Loss of self-esteem, Poor grades | Failure, Lost opportunities for a scholarship and early graduation, Poor grades | Adverse effects on future learning and risk-taking, Adverse effects on the patient and/or client, Loss of employment opportunities, Loss of self-esteem, Repeating the activity |
| Emphasis of the learning material | Integration of skills, knowledge and attributes; Involvement of an integrated approach to all three learning domains (cognitive, affective and psychomotor) | Hopefully involves all three learning domains (cognitive, affective and psychomotor) but often in isolation, Knowledge, Theory, Skills; | Integration of cognitive and affective skills ± psychomotor skills |
| Expected outcomes | Each party may have different expectations and concerns. Learner and instructor—Achievement of academic program requirements, Good patient outcome, Happy client Client—Economic return, Improved animal welfare, Recovery of patient |
Achievement of academic program requirements | Achievements of the work-based learning objectives |
| Group size | Usually single to few learners | Usually few to many learners | Usually single to few learners |
| Instructor’s responsibilities | Available; Colleague; Counsellor; Demonstrator; Evaluator, Facilitator, Mentor, More personal, Objective, Prepared, Role model, Up to date | Evaluator, Facilitator, Mentor, Less personal, Objective, Prepared, Up to date, Well presented, Work within specified frame | Colleague, Demonstrator, Evaluator, Facilitator, Mentor, More personal Prepared, Up to date, Objective, Role model, ±Available, ±Counsellor |
| Involved parties | Academic supervision, Client, Client’s family, Clinical and Para-clinical staff, Enterprise employees, Institutional supervision, Instructors, Learners, Patient | Instructors, Learners, Librarians, Para-teaching staff, Simulated clients | Academic supervision, Client, and Client’s family, Clinical and Para-clinical staff, Enterprise employees, Institutional supervision, Instructors, Learners, Patient |
| Learner’s responsibilities | Demonstrate problem-solving, clinical reasoning and empathy, Demonstrate professionalism, safe and effective clinical practice, | Participate, Pass assessment tasks, Turn up to activities, Work cooperatively with peers in group activities and assessments | Demonstrate professionalism, Turn up to activity, Work cooperatively |
| Learning happens by | Engagement, Learning through experience and active involvement, Observation, On-going feedback, Peer interaction, Real-life practice, Trial and error | Group work, Learner-centered strategies, Occasional feedback, Reading, Problem-based activities, Simulated practice | Learning through experience, Observation; Occasional feedback |
| Learning setting | Client’s homes or properties, Clinic, Hospital, Other institutions, Private institutions | Animal handling facility, Classroom, Laboratory, Tutorial room | Client’s homes or properties, Clinic, Hospital, Other institutions, Private institutions |
| Main settings | Clinical activities occur in a university clinic or similar setting | Little or no real-time animal contact (mainly theoretical, except practical activities) | Learners placed in a commercial practice |
| Number of instructors involved in clinical teaching | Usually few to many instructors | Usually single to few instructors | Usually single to few instructors |
| Risk of conflict | High | Low | Low to medium |
| Time per clinical encounter | Short to medium | Medium to long | Short |
| Total learner-instructor contact time | Short to medium | Medium to long | Short |