Chapter 3. Peer Placements

  1. Shelagh Brumfitt PhD, MPhil, RegMRCSLT, MHPC
  1. Kim Grundy

Published Online: 11 FEB 2008

DOI: 10.1002/9780470777909.ch3

Innovations in Professional Education for Speech and Language Therapy

Innovations in Professional Education for Speech and Language Therapy

How to Cite

Grundy, K. (2003) Peer Placements, in Innovations in Professional Education for Speech and Language Therapy (ed S. Brumfitt), Whurr Publishers Ltd, London, England. doi: 10.1002/9780470777909.ch3

Editor Information

  1. Department of Human Communication Sciences, University of Sheffield

Publication History

  1. Published Online: 11 FEB 2008
  2. Published Print: 21 OCT 2003

ISBN Information

Print ISBN: 9781861563859

Online ISBN: 9780470777909

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Keywords:

  • peer placements;
  • experiential learning;
  • clinical placement;
  • students;
  • clinical teachers

Summary

This chapter contains section titled:

  • Introduction

  • Kolb's Theory of Experiential Learning

  • What is a Peer Placement?

  • What is the Aim of a Peer Placement?

  • How does a Peer Placement Work?

  • Peer Placements and Experiential Learning Theory

  • The Student Experience of Peer Placements

  • The Clinical Teacher Experience of Peer Placements

  • Problems with Peer Placements Identified by Students, and their Solutions

  • Problems with Peer Placements Identified by Clinicians, and their Solutions

  • Potential Problems Envisaged by Clinicians and their Solutions

  • What is Essential to Ensure Success of a Peer Placement?

  • Development of Peer Placements - Peer-Tutoring Placements

  • Aims of Peer-Tutoring Placements

  • How do Peer-Tutoring Placements Work?

  • Feedback on Peer-Tutoring Placement Experiences

  • Acknowledgements

  • References

  • Appendix 3.1 Level 3+ weekly peer-tutoring placement (W3) - an overview

  • Appendix 3.2 Level 3+ professional development - handy hints for peer tutoring