Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine

Hayes, Catherine, Bussey, Sonia and Graham, Yitka (2019) Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine. Higher Education, Skills and Work-Based Learning, 9 (4). pp. 688-694.

[thumbnail of Hayes_IlluminatingUndergraduate1.pdf]
PDF - Accepted Version
Available under License CC BY-NC

Download (125kB) | Preview
Official URL:


Purpose: Situated and experiential learning methodologies are largely underresearched in relation to student experience and satisfaction. The purpose of this paper is to illuminate the perspectives of students studying on a BSc (Hons) Podiatry degree programme to establish perceptions of their experience in practice.

Design/methodology/approach: Using an interpretivist methodological framework, Free Association Narrative Interviewing was used to provide an insight into the perceived impact that experiential learning in clinical placements had on undergraduate podiatry students.

Findings: Students perceived that what could not be taught but what could be experienced, contributed much to the confidence that students had gained during their training and which they anticipated would be further developed during the initial years of their training in practice, particularly in the context of the NHS.

Research limitations/implications: This is a study from which it is acknowledged that within the underpinning research design and methodology there is no scope for generalisability.

Practical implications: The study highlights an appreciation for the implication and recognition of “tacit” knowledge, currently recognised in medical curricula as an asset which can aid a move towards higher order critical thinking skills.

Social implications: Student acknowledgement of the need for emphasis on “soft skills” can be posited, in the context of this small-scale study as an appreciation for affective domain learning in the context of podiatric academic and clinical curricula.

Originality/value: Limited information from the extant literature is available in relation to the illumination of podiatry student placement experiences, so this research contributes to an effectively underresearched field.

Item Type: Article
Journal / Publication Title: Higher Education, Skills and Work-Based Learning
Publisher: Emerald
ISSN: 2042-3896
Departments: Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Additional Information: Catherine Hayes is Visiting Professor of Higher Education at the University of Cumbria, UK.
Depositing User: Insight Administrator
SWORD Depositor: Insight Administrator
Date Deposited: 28 May 2019 14:13
Last Modified: 13 Jan 2024 10:15


Downloads per month over past year

Downloads each year

Edit Item