Learning style changes in chiropractic students moving from academic learning to clinical application

Randy Beck; Bruce Walker; Mark Hecimovich; Phillip Ebrall; Rosemary Giuriato; Amanda Kimpton

Learning style changes in chiropractic students moving from academic learning to clinical application

Randy Beck, Bruce Walker, Mark Hecimovich, Phillip Ebrall, Rosemary Giuriato, Amanda Kimpton

Research output: Contribution to journal › Article › peer-review

Abstract

The transition period from basic science studies to full-time clinical studies, including the internship or preceptorship, is often a difficult time for students because of the differences and complexities between basic science knowledge and clinical circumstances. This is commonly seen with many students in a variety of health care programs including chiropractic. This article reviews concepts which may aid educators in determining the most effective ways to help students transition from didactic learner to student-clinician. The paper reviews several theoretical concepts focusing on the application of student learning preferences and the pedagogical implications for how to best address these preferences in clinical training.

Original language	English
Pages (from-to)	20-29
Number of pages	10
Journal	International journal of social health information management
Volume	2
Issue number	1
Publication status	Published - 2009

Cite this

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title = "Learning style changes in chiropractic students moving from academic learning to clinical application",

abstract = "The transition period from basic science studies to full-time clinical studies, including the internship or preceptorship, is often a difficult time for students because of the differences and complexities between basic science knowledge and clinical circumstances. This is commonly seen with many students in a variety of health care programs including chiropractic. This article reviews concepts which may aid educators in determining the most effective ways to help students transition from didactic learner to student-clinician. The paper reviews several theoretical concepts focusing on the application of student learning preferences and the pedagogical implications for how to best address these preferences in clinical training.",

author = "Randy Beck and Bruce Walker and Mark Hecimovich and Phillip Ebrall and Rosemary Giuriato and Amanda Kimpton",

year = "2009",

language = "English",

volume = "2",

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journal = "International journal of social health information management",

issn = "1942-9673",

publisher = "Intellectbase International Consortium",

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Learning style changes in chiropractic students moving from academic learning to clinical application. / Beck, Randy; Walker, Bruce; Hecimovich, Mark; Ebrall, Phillip; Giuriato, Rosemary; Kimpton, Amanda.

In: International journal of social health information management, Vol. 2, No. 1, 2009, p. 20-29.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - Learning style changes in chiropractic students moving from academic learning to clinical application

AU - Beck, Randy

AU - Walker, Bruce

AU - Hecimovich, Mark

AU - Ebrall, Phillip

AU - Giuriato, Rosemary

AU - Kimpton, Amanda

PY - 2009

Y1 - 2009

N2 - The transition period from basic science studies to full-time clinical studies, including the internship or preceptorship, is often a difficult time for students because of the differences and complexities between basic science knowledge and clinical circumstances. This is commonly seen with many students in a variety of health care programs including chiropractic. This article reviews concepts which may aid educators in determining the most effective ways to help students transition from didactic learner to student-clinician. The paper reviews several theoretical concepts focusing on the application of student learning preferences and the pedagogical implications for how to best address these preferences in clinical training.

AB - The transition period from basic science studies to full-time clinical studies, including the internship or preceptorship, is often a difficult time for students because of the differences and complexities between basic science knowledge and clinical circumstances. This is commonly seen with many students in a variety of health care programs including chiropractic. This article reviews concepts which may aid educators in determining the most effective ways to help students transition from didactic learner to student-clinician. The paper reviews several theoretical concepts focusing on the application of student learning preferences and the pedagogical implications for how to best address these preferences in clinical training.

M3 - Article

VL - 2

SP - 20

EP - 29

JO - International journal of social health information management

JF - International journal of social health information management

SN - 1942-9673

IS - 1

ER -

Learning style changes in chiropractic students moving from academic learning to clinical application

Abstract

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