Group items tagged

"Higher performing students appeared to use the feedback more for positive affirmation than for diagnostic information. Those arguably most in need engaged least. We need to construct feedback after summative assessment in a way that will more effectively engage those students who need the most help."

"Longitudinal, integrated clinical placement models can be understood as SLSs comprising synergistic and complementary learning spaces, in which students engage and participate in multiple CoPs. This occurs in a context shaped by unique influences of the geography of place. This engagement provides for a range of student learning experiences, which contribute to clinical learning and the development of a more sophisticated professional identity. A range of pedagogical and practical strategies can be embedded within this SLS to enhance student learning."

"some preliminary results about video usage, obtained from initial analyses of a few edX math and science courses. Unsurprisingly, students engaged more with shorter videos."

"Whether given in person or viewed on screen, a Presentation doesn't have to be boring, it should be engaging. It should get your audience involved and get them excited (or at the very least interested) in what you're showing them."

"The principles, developed by a committee of nurse leaders and patient advocates, are meant to guide the provider community in developing patient engagement models and quality and safety interventions that support and encourage the patient and family to become partners in their care. The development of the principles, and the organization, is supported by the Robert Wood Johnson Foundation."

A teacher is a professional not a technician. An understanding of some basic principles about learning can inform the teacher or trainer in their day-to-day practice as a teacher or a trainer. The FAIR principles are: provide feedback to the student, engage the student in active learning, individualize the learning to the personal needs of the student and make the learning relevant.

Simply put, writing effective questions is easier than it might seem. You will more often than not observe gains from the very act of engaging your student in the mind tasks of metacognition and retrieval practice and then peer discussion. The questions will of course improve once you get feed back from students and make tweaks.

"The purpose of this paper is to introduce the concept of mental workload as a key determinant of the type of cognitive processing used by clinicians. Published research appears to be consistent with 'schemata' based cognition as the principle mode of working for those engaged in complex tasks under time pressure. Although conscious processing of factual data is also used, it may be the primary mode of cognition only in situations where time pressure is not a factor. "

"Transformative learning theory provides a process for critical reflection which promotes learners to engage in critical discourse and share their knowledge and assumptions. The purpose of the article is to (1) explore the extent to which the simulation and debriefing process reflects transformative learning, as described by Mezirow; and (2) introduce a reflective conceptual framework for postsimulation debriefing."

Includes applications to learning in clinical settings

Photos of happy, smiling faces on patient education websites may engage readers, but they also may have a negative impact on older adults' comprehension of vital health information, especially those elderly patients who are the least knowledgeable about their medical condition to begin with, suggests a new study.

"CONCLUSIONS: Providing students with opportunities to engage in active sense-making activities within the formal professional curriculum can encourage an embodied and sophisticated understanding of professionalism."

"Narrative Medicine Rounds are lectures or readings presented by scholars, clinicians, or writers engaged in work at the interface between narrative and health care. Podcasts available on ITunes

The "hidden curriculum" refers to medical education as more than simple transmission of knowledge and skills; it is also a socialization process. Wittingly or unwittingly, norms and values transmitted to future physicians often undermine the formal messages of the declared curriculum. The hidden curriculum consists of what is implicitly taught by example day to day, not the explicit teaching of lectures, grand rounds, and seminars. I am increasingly aware of how those of us engaged in family medicine education are blind to it.

"Chapter 2 also discusses a series of clinical implications and recommendations for stakeholders wishing to engage these dynamic spaces. Chapter 3 reviews three recent administrative and judicial cases that have emerged from the inappropriate use of social media and Chapter 4 concludes with the main implications of and significance of the findings. Further research is clearly required to solidify the evidence on the use of social media in health care and to explore and document its economic, clinical, governance and tactical impact and utility."

"Overwhelmingly, students enjoy CBL and think that it enhances their learning. The empirical data taken as a whole are inconclusive as to the effects on learning compared with other types of activity. Teachers enjoy CBL, partly because it engages, and is perceived to motivate, students. CBL seems to foster learning in small groups though whether this is the case delivery or the group learning effect is unclear."

Health Council Canada's report on National Symposium of Patient Engagement

That's the vision that we want to chase: education that wrings more value out of the unyielding asset of time. There are limits to the amount we can lengthen class periods and the additional homework we can assign, but we can use our limited time in ways that boost engagement and retention.

"It is important for clinicians to recognize that well-timed encouragement to consider and explore the use of hospice services, although it may indeed diminish hope for cure or recovery, simultaneously offers an opportunity to engage with important and time-sensitive developmental tasks."

"Those planning medical curricula would be wise to engage their colleagues from philosophy and educational psychology to help elucidate these ideas and to learn how to construct longitudinal mentorship programs. The conceptual basis of these programs need to acknowledge that the boundary between being and doing is porous and that, through a maieutic process, mentors can catalyze and guide personal transformations in learners.