An Experience Taking Patient Assignments While in the Teacher Role

Diana Gendron, Florence MacKenzie

Abstract



PURPOSE
As an instructor with six third-year students, I took patient assignments to obtain some insights regarding (1) the effects this might have on my self-perception in the teacher role and (2) the value which students might perceive it had in enhancing their learning.
BACKGROUND
Interest in doing this stemmed from an experience while working the previous summer with a smaller group of students. I observed a student perform a moderately complex dressing for a patient on his infected, bilaterally amputated lower limbs. During her performance, I could well anticipate how both technical manipulations and patient support could be accomplished and was able to give guidance to the student when needed.

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This work is licensed under a Creative Commons Attribution 4.0 International License.