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Author: Brian S McGowan, PhD

RESOURCE: How Technology Supports Self-Directed Learning

Self-directed learning is a type of learning in which learners are allowed to work on authentic problems and tasks of their own choice, and are still provided learning support in context to their problems.

Self-directed learning is an essential skill required in the 21st century educational world. This learning approach increases the motivation of students to learn, since they are the makers of their own knowledge, they experience a sense of independence while learning. This process keeps them engaged, since now they have to acquire knowledge on their own, and apply it along with their skills to find solutions to their problems, evolve their learning and be encouraged for life-long learning.

Self-directed learning can be facilitated through scaffolded instructions. Scaffolds are supporting elements which aid learners in developing knowledge and skills. These instructions can be imparted by; modeling desired behavior, providing explanations about concepts with illustrations, inviting learners to participate in a task in which the instructor acts more like a guide, and gradually withdrawing instructor support to pave way for learner independence.

We know that, technology supports learning and teaching of all kinds, and there in nothing today, which cannot be attained or aided by technology. Learning through self-direction can be refined and amplified with the use of technology. Technology can support lifelong, self-directed learning beyond the regular classroom…

via How Technology Supports Self-Directed Learning – EdTechReview™ ETR.

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RESOURCE: Why Learning Through Social Networks Is The Future

Students Need Professional Learning Networks, Too

Learning to create, manage and promote a professional learning network (PLN) will soon become, if it’s not already, one of the most necessary and sought after skills for a global citizen, and as such, must become a prominent feature of any school curriculum.

Few progressive educationalists would argue that a personal learning network (PLN) is not incredibly valuable and important. Passionate advocates including Murray, Whitby, and Sheninger lead with clarity in such discussions. The wealth of professional development that stems from such a network is quickly defining it as an essential tool for teachers, and will, I believe, replace organised costly professional development undertaken by organisations.

However presently, few discussions and promotions of PLN’s venture further than lauding specific benefits for teachers. But why just teachers, and not students? Could students benefit from a network of learners? Considering the importance of exams in determining futures, it seems that professional development for students not only has unbounded potential, but must be taught as a matter of urgency.

Establishing a PLN seems simple enough on the surface, but to do it successfully and optimize its potential contains within in it a challenging and vigorous set of learning opportunities. Curating, managing, and promoting a PLN develops critical, creative, 21st century, and an increasingly important set of socio-emotional capabilities. Integration into modern curriculums would be seamless.

via Why Learning Through Social Networks Is The Future.

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ABSTRACT: Use of Social Media in Urology: Data from the American Urological Association

BJECTIVE:
The use of social media in medicine has greatly expanded in recent years The objective of this study was to characterize the use of social media among members of the American Urological Association (AUA) PATIENTS AND METHODS: In December 2012-January 2013, the AUA emailed a survey with 34 questions on social media use to 2000 randomly selected urologists and 2047 resident/fellow members Additional data was collected from Symplur analytics on social media utilization surrounding the AUA annual meeting in May 2013 RESULTS: A total of 382 (9.4%) surveys were completed, indicating 74% of responders had an online social media account The most commonly used social media platforms were Facebook (93%), followed in descending order by LinkedIn (46%), Twitter (36%) and Google+ (26%) Age younger than 40 was an important predictor of social media use (83% vs. 56%), with greater uptake among residents/fellows compared to attending (86% vs. 66%) Only 28% of respondents used social media partly or entirely for professional purposes During the AUA 2013 meeting, there were >5,000 tweets from >600 distinct contributors.
CONCLUSION:
As of early 2013, among respondents to an email survey, most urologists and urology trainees used some form of social media, and its use in urology conferences has greatly expanded.

via Use of Social Media in Urology: Data from the Americ… [BJU Int. 2013] – PubMed – NCBI.

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ABSTRACT: Educational technology in medical education

This article aims to review the past practices of educational technology and envision future directions for medical education. The discussion starts with a historical review of definitions and perspectives of educational technology, in which the authors propose that educators adopt a broader process-oriented understanding of educational technology. Future directions of e-learning, simulation, and health information technology are discussed based on a systems view of the technological process. As new technologies continue to arise, this process-oriented understanding and outcome-based expectations of educational technology should be embraced. With this view, educational technology should be valued in terms of how well the technological process informs and facilitates learning, and the acquisition and maintenance of clinical expertise.

via Educational technology in medical education. [Teach Learn Med. 2013] – PubMed – NCBI.

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ABSTRACT: Realizing the promise and importance of performance-based assessment

Work-based assessment (WBA) is the assessment of trainees and physicians across the educational continuum of day-to-day competencies and practices in authentic, clinical environments. What distinguishes WBA from other assessment modalities is that it enables the evaluation of performance in context. In this perspective, we describe the growing importance, relevance, and evolution of WBA as it relates to competency-based medical education, supervision, and entrustment. Although a systematic review is beyond the purview of this perspective, we highlight specific methods and needed shifts to WBA that (a) consider patient outcomes, (b) use nonphysician assessors, and (c) assess the care provided to populations of patients. We briefly describe strategies for the effective implementation of WBA and identify outstanding research questions related to its use.

via Realizing the promise and importance of perf… [Teach Learn Med. 2013] – PubMed – NCBI.

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ABSTRACT: Theory development and application in medical education

The role and status of theory is by no means a new topic in medical education. Yet summarizing where we have been and where we are going with respect to theory development and application is difficult because our community has not yet fully elucidated what constitutes medical education theory. In this article, we explore the idea of conceptualizing theory as an effect on scholarly dialogue among medical educators. We describe theory-enabled conversation as argumentation, which frames inquiry, permits the evaluation of evidence, and enables the acquisition of community understanding that has utility beyond investigators’ local circumstances. We present ideas for assessing argumentation quality and suggest approaches to increasing the frequency and quality of argumentation in the exchange among diverse medical education scholars.

via Theory development and application in medica… [Teach Learn Med. 2013] – PubMed – NCBI.

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ABSTRACT: PBL and Beyond: Trends in Collaborative Learning

Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi’s ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made with caution and that instructors verify that modifications do not impede the desired cognitive activities needed to support meaningful collaborative learning.

via PBL and Beyond: Trends in Collaborative Lear… [Teach Learn Med. 2013] – PubMed – NCBI.

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ABSTRACT: Teaching Medical Error Disclosure to Residents Using Patient-Centered Simulation Training

PURPOSE:
To determine whether a standardized patient encounter and self-guided tutorial would improve first-year residents’ self-efficacy for disclosing medical errors.
METHOD:
In 2011, 55 first-year residents participated in a simulation in which they disclosed an error to a standardized patient playing the part of a family member. Residents completed the simulation twice, four weeks apart, and completed presession knowledge and self-efficacy (based on the Accreditation Council for Graduate Medical Education [ACGME] core competencies) assessments and repeated the self-efficacy assessment after the sessions. Residents reviewed the videos of their encounters either alone (self-debrief) or with a faculty observer (faculty debrief). Between sessions, they completed a self-paced learning tutorial. Two external faculty also rated the residents’ performances using videos of the encounters.
RESULTS:
Residents’ self-efficacy significantly increased from a Session 1 pretest mean (standard deviation) score of 119.6 (26.6) to a Session 2 posttest score of 150.3 (24.9) for all ACGME competencies (P < .001, Cohen’s d = 1.19). The external reviewers’ ratings provided additional, objective support for residents’ improvement on questions assessing ACGME competencies (P = .001). Comparisons of the self-efficacy of residents in the self-debrief versus faculty debrief groups yielded no significant differences on any ACGME competencies.
CONCLUSIONS:
Timely, explicit, and empathetic disclosure of medical errors to patients and family is essential to maintaining trust and is an important part of patient-centered medical care. This intervention easily could be replicated in other settings and is applicable to many members of the health care team, not just to residents.

via Teaching Medical Error Disclosure to Residents Usin… [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: Connectedness, Sense of Community, and Academic Satisfaction in a Novel Community Campus Medical Education Model.

PURPOSE:
Developing a sense of community and establishing connectivity are important in enhancing learners’ success and preventing their sense of isolation. The A.T. Still University School of Osteopathic Medicine in Arizona (SOMA) has implemented a novel approach to medical education in which, beginning in the second year, students are geographically dispersed to 11 community campuses associated with community health centers around the United States, at both inner-city and rural locations. This study assessed students’ sense of community, academic satisfaction, and level of connectedness in their first through fourth years of medical school at SOMA.
METHOD:
The Rovai Classroom Community Scale and open-ended questions were administered via an online survey instrument to 412 students enrolled at SOMA for the 2011-2012 academic year. Participation was voluntary, and all results were anonymous. Data were analyzed using one-way ANOVA to compare results between classes.
RESULTS:
Comparisons revealed an increasing degree of isolation and a decreasing sense of community and academic satisfaction progressing from the first through fourth years of medical school. Students suggested possible solutions that may be applied to medical schools and other graduate schools to improve the level of connectedness for students who are learning at a distance.
CONCLUSIONS:
Connectivity, sense of community, and academic satisfaction may decrease for students in undergraduate medical education participating in a combination of distance learning and intermittent in-person activities. Interventions have the potential to improve these parameters. Long-term follow-up of students’ satisfaction is suggested.

via Connectedness, Sense of Community, and Academic Sat… [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: How Do You Deliver a Good Obstetrician? Outcome-Based Evaluation of Medical Education

he goal of medical education is the production of a workforce capable of improving the health and health care of patients and populations, but it is hard to use a goal that lofty, that broad, and that distant as a standard against which to judge the success of schools or training programs or particular elements within them. For that reason, the evaluation of medical education often focuses on elements of its structure and process, or on the assessment of competencies that could be considered intermediate outcomes. These measures are more practical because they are easier to collect, and they are valuable when they reflect activities in important positions along the pathway to clinical outcomes. But they are all substitutes for measuring whether educational efforts produce doctors who take good care of patients.The authors argue that the evaluation of medical education can become more closely tethered to the clinical outcomes medical education aims to achieve. They focus on a specific clinical outcome-maternal complications of obstetrical delivery-and show how examining various observable elements of physicians’ training and experience helps reveal which of those elements lead to better outcomes. Does it matter where obstetricians trained? Does it matter how much experience they have? Does it matter how good they were to start? Each of these questions reflects a component of the production of a good obstetrician and, most important, defines a good obstetrician as one whose patients in the end do well.

via How Do You Deliver a Good Obstetrician? Outcome-Bas… [Acad Med. 2013] – PubMed – NCBI.

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