Teaching and Learning Through Clinical Report-writing Genres

By Bonnie D. Oglensky and Emily J. Davidson.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 16, Issue 9, pp.139-152. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.720MB).

Dr. Bonnie D. Oglensky

Assistant Professor, Department of Social Sciences, Social Work Program, York College, City University of New York, Jamaica, New York, USA

Dr. Bonnie Oglensky is an Associate Professor in the Department of Social Sciences at York College, City University of New York, U.S. Trained as a sociologist and social worker, Dr Oglensky’s primary research interests are in pedagogy and professional socialization, authority and workplace relationships, and the socio-emotional dynamics of long term mentoring relationships. She is co-author along with Cynthia Fuchs Epstein, Carroll Seron, and Robert Saute of The Part-Time Paradox: Time Norms, Professional Life, and Gender (Routledge, 1999), and has published articles in journals such as Human Relations (Tavistock) and Management Learning (Sage).

Dr. Emily J. Davidson

Associate Professor, Physician Assistant Program, Department of Health Professions, York College, City University of New York, Jamaica, New York, USA

Dr. Emily J. Davidson is an Associate Professor and Associate Director of the York College/CUNY Physician Assistant Program. Her primary research interests are geriatric medicine, complementary/alternative medicine (CAM), and the scholarship of teaching and learning, particularly as it applies to the fields of medicine and the needs of English Language Learners.


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