Document Type
Article
Publication Date
Fall 10-1-2016
Abstract
In this article, I examine the idea of nondirective supervision in clinical education in theory and practice in light of recent findings in educational research. In Part I, I examine the theory and practice of nondirective supervision in clinical education. In Part II, I explore the history of nondirective supervisory pedagogy and how it may have developed in clinical education. In Part III, I look at the latest evidence and theories from educational research, where a large body of empirical evidence supports the value of explicit guidance for novice learners in certain settings. Finally, in Part IV, I apply this knowledge to clinical pedagogy and urge clinicians to accept the possibility that directive supervision can be a good thing for our students, to be more conscious of developments in educational theory and research than we have been and to generate and then apply our own empirical evidence to inform our decisions about guidance for clinical students and assess clinical pedagogy and theory.
Publication Title
Kansas Journal of Law & Public Policy
Volume
26
Issue
1
First Page
24
Recommended Citation
Serge A. Martinez,
Why are We Doing This? Cognitive Science and Nondirective Supervision in Clinical Teaching,
26
Kansas Journal of Law & Public Policy
24
(2016).
Available at:
https://digitalrepository.unm.edu/law_facultyscholarship/483
