David F. Chavkin, Cincinnati, Ohio: Anderson Publishing Co., 2002.

This excerpt discusses innovative clinical methodologies, developed to maximize the opportunities for learning and for becoming a reflective practitioner.

In the first part of the excerpt, Chavkin defends the “reflective practitioner” model of teaching, contending it adds educational value to the “exposition-application” model still commonly used in law schools. In the second part, the author addresses different methodologies available under the “reflective practitioner” model of teaching: (a) live client representation; (b) making and evaluating choices; (c) case supervision; (d) rounds; (e) seminars; and (f) simulations. In the following four parts of the excerpt, Chavkin explores a variety of issues within clinical teaching.

Reproduced by PILnet with the permission of LexisNexis. Copyright 2002 LexisNexis, a division of Reed Elsevier Inc. All rights reserved.

PILnet
Privacy Overview

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful. For our full privacy policy, click here.