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The Role Of Situated Learning In Experiential Education: An Ethnographic Study Of The Knowledge-Construction Process Of Pharmacy Students During Their Clinical Rotations, Paul Difrancesco
Graduate Doctoral Dissertations
The purpose of this study was to explore learning through the social construction of new knowledge by pharmacy students engaged in experiential learning. Academic leaders and practitioners are responding to calls for the redesign of experiential education that will better prepare future pharmacists for practice. This has broad implications for educational programs and health care delivery.
Situated learning theory served as the theoretical framework for this study. The previous research of Lave and Wenger (1991); Bailey, Hughes, and Moore (2004); and others guided this research. Situated learning theory informed the research questions, which focused on understanding how students constructed knowledge …