Preparing students to communicate effectively in the world of professional work requires facility with context-specific formats or genres particular to a profession as well as the development of mechanical level proficiency. It is our contention that the process of mastering a clinical writing genre also requires students to understand and employ essential professional thought processes, practices, and norms - in essence acquiring the ways of thinking and doing inherent in that profession. In this article, we present an overview of pedagogical projects, conceptual underpinnings, and approaches used to teach clinical record-writing specific to the social work and physician assistant professions. The development and use of rubrics to drive instruction and assessment is highlighted. To conclude, we discuss the relevance of teaching report-writing across professional fields to enrich curricula and support student learning.
|Keywords:||Professional Writing, Record-writing, Rubrics, Social Work Education, Physician Assistant Education, Writing in the Disciplines, Situated Learning|
Assistant Professor, Department of Social Sciences, Social Work Program, York College, City University of New York, Jamaica, New York, USA
Associate Professor, Physician Assistant Program, Department of Health Professions, York College, City University of New York, Jamaica, New York, USA
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