Abstract
This paper presents the concept of goal-oriented contract field instruction as a means for providing direction in and measurement of student learning in the field. After discussing the basic assumptions for contracting and the role of goals in learning, the paper presents an outline for the field instruction contract, with an illustrative example from both a clinical and an administrative setting. It concludes with an examination of the advantages and drawbacks of goal-oriented contracting in field instruction.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
