6th LEARNING UNIT: Teaching practical and clinical skills

Young people who, after successfully completing their diploma, enter the labor market, in addition to theoretical knowledge in the field of the subject or discipline, also need the ability to use this knowledge in practice or at the workplace. Skills such as managing tools and equipment, oral and written communication, cooperation and teamwork, time management, interpersonal skills and specific practical knowledge from each type of study are valuable and valued by employers, as this way they get an independent and qualified worker , with which they do not waste time for introduction and learning. Universities and higher education institutions are therefore placing more and more emphasis on practical or clinical knowledge and skills in their study programs.

Practice in higher education is gaining more importance and the traditional view 'from theory to practice' is increasingly being replaced by the view 'from practice to theory' (reflected practice). Classical teaching of practical and clinical skills, which most often takes place as a demonstration, replaces modeling. At the demonstration, the teacher or mentor shows or performs (demonstrates) the skill, while the students observe him. The problem with such a (classical) demonstration is that it does not require active mental engagement from the students. Unlike this at the modelling, the teacher (mentor) achieves active mental engagement by asking questions and encouraging reflection on the performed (demonstrated) skill. In well-executed modeling, students can, among other things:

• relate theoretical knowledge to application in real-world settings and contexts;
• develop practical skills specific to the subject or discipline;
• learn about tools and equipment and the procedures for their use;
• develop the skills of observation, analysis and assessment of data, conducting experiments, solving problems, etc.;
• develop communication skills (e.g. writing reports);
• develop cooperation skills, etc.

The inclusion of reflection, the use of learning diaries, the analysis of critical events are, among many others, methods that encourage the active role of the student in the process of practical training.