The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Tineke A Abma - One of the best experts on this subject based on the ideXlab platform.
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social work students learning to use their Experiential Knowledge of recovery an existential and emancipatory perspective
Social Work Education, 2018Co-Authors: Alie Weerman, Tineke A AbmaAbstract:Aims: To understand the features of Experiential Knowledge with recovery and the process of social work students learning to use their Experiential Knowledge of recovery from an existential and emancipatory perspective. Methods: A participatory action research design was used in an applied university social work department in the Netherlands to develop a new curriculum for students using their Experiential Knowledge. Students were invited to disclose and share their personal experiences of recovery in the classroom and practice. Results: Experiential Knowledge of recovery can be articulated as Knowledge of finding a new balance in dualities of several existential themes. Social work students shared their experiences in a reflexive way and transcended their individual experiences to develop a critical subjectivity. They experienced their learning process as emancipatory and destigmatizing, but shame came up as a recurring theme. Making use of Experiential Knowledge sometimes conflicted with expectations of the social worker as a detached professional expert. Conclusion: Experiential Knowledge of recovery can be articulated as Knowledge of living with existential dualities. Profiling oneself as a social worker with existential Knowledge of recovery has paradoxical aspects: it may weaken shame and combat stigmatization, but may reinforce stigma as well.
Lisa Bunting - One of the best experts on this subject based on the ideXlab platform.
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differing Knowledges comparing the contribution of drama students and service users in role plays preparing social work students for practice
Social Work Education, 2020Co-Authors: Joe Duffy, Lorna Montgomery, Paul Murphy, Gavin Davidson, Lisa BuntingAbstract:Much has been written about service user involvement in social work education with the literature recognizing the value of this particular type of Experiential Knowledge in helping students underst...
Alie Weerman - One of the best experts on this subject based on the ideXlab platform.
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social work students learning to use their Experiential Knowledge of recovery an existential and emancipatory perspective
Social Work Education, 2018Co-Authors: Alie Weerman, Tineke A AbmaAbstract:Aims: To understand the features of Experiential Knowledge with recovery and the process of social work students learning to use their Experiential Knowledge of recovery from an existential and emancipatory perspective. Methods: A participatory action research design was used in an applied university social work department in the Netherlands to develop a new curriculum for students using their Experiential Knowledge. Students were invited to disclose and share their personal experiences of recovery in the classroom and practice. Results: Experiential Knowledge of recovery can be articulated as Knowledge of finding a new balance in dualities of several existential themes. Social work students shared their experiences in a reflexive way and transcended their individual experiences to develop a critical subjectivity. They experienced their learning process as emancipatory and destigmatizing, but shame came up as a recurring theme. Making use of Experiential Knowledge sometimes conflicted with expectations of the social worker as a detached professional expert. Conclusion: Experiential Knowledge of recovery can be articulated as Knowledge of living with existential dualities. Profiling oneself as a social worker with existential Knowledge of recovery has paradoxical aspects: it may weaken shame and combat stigmatization, but may reinforce stigma as well.
Joe Duffy - One of the best experts on this subject based on the ideXlab platform.
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differing Knowledges comparing the contribution of drama students and service users in role plays preparing social work students for practice
Social Work Education, 2020Co-Authors: Joe Duffy, Lorna Montgomery, Paul Murphy, Gavin Davidson, Lisa BuntingAbstract:Much has been written about service user involvement in social work education with the literature recognizing the value of this particular type of Experiential Knowledge in helping students underst...
Charlotte Ringsted - One of the best experts on this subject based on the ideXlab platform.
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Medical students’ learning from patient-led teaching: Experiential versus biomedical Knowledge
Advances in Health Sciences Education, 2014Co-Authors: Ann-helen Henriksen, Charlotte RingstedAbstract:The aim of this study was to explore how medical students perceive the experience of learning from patient instructors (patients with rheumatism who teach health professionals and students) in the context of coupled faculty-led and patient-led teaching session. This was an explorative study with a qualitative approach based on focus group interviews. Analysis was based on a prior developed model of the characteristics of learning from patient instructors. The authors used this model as sensitizing concepts for the analysis of data while at the same time being open to new insights by constant comparison of old and new findings. Results showed a negotiation both between and within the students of the importance of patients’ Experiential Knowledge versus scientific biomedical Knowledge. On one hand students appreciated the Experiential learning environment offered in the PI-led sessions representing a patient-centred approach, and acKnowledged the importance of the PIs’ individual perspectives and Experiential Knowledge. On the other hand, representing the scientific biomedical perspective and traditional step-by step teaching, students expressed unfamiliarity with the unstructured Experiential learning and scepticism regarding the credibility of the patients’ Knowledge. This study contributes to the understanding of the complexity of involving patients as teachers in healthcare education and initiates a discussion on how to complement faculty-led teaching with patient-led teaching involving varying degrees of patient autonomy in the planning and delivering of the teaching.
