RAPPORT
WWW.RECORDINGACHIEVEMENT.ORG
Issue 1 (2015)
the course objectives, the individual study plan
has to be somewhat close to the general study
plan.
However, it is possible to individualize where to
begin and end the learning process depending on
preferred learning style and to make intermediate
aims in the weekly plans. For some students, this
is difficult, so co-operation with the preceptor is
valuable. Wittek (2007) found that, for some parttime students, the study plan was crucial as it
contributed to structuring the activities during the
course. Contrary to Wittek (2007), Højbjerg (2011)
concludes that the content of clinical teaching
seldom derives from the individual study plans.
Even if the study plan cannot always constitute
the content of supervision and learning, the
process of producing the plan still promotes
consciousness of what has to be learned and
allows for re-reading in order to remember.
Therefore, the learning process can be promoted
by making individual study plans and weekly
plans.
During the analysis, an unclear wording appeared
in the individual study plan formula. Apparently,
some students misunderstood the term “The
overall plan” and copy-pasted the learning
outcome of the course in the blank ins XYق