Learning Models & Theory Archives

Medical Education in a Time of Physical (Social) Distancing

To say the least, these are unusual times. In the past month, each of us has been faced with both personal and professional decisions that we could not have imagined having to make just weeks earlier. While I can only hope your personal realities are beginning to settle into a

Posted on 30 Mar 2020
By Brian S McGowan, PhD
In Blog, Learning Models & Theory, Medical Education

ABSTRACT: Retrieval practice enhances the ability to evaluate complex physiology information

Objective: Many investigations have shown that retrieval practice enhances the recall of different types of information, including both medical and physiological, but the effects of the strategy on higher‐order thinking, such as evaluation, are less clear. The primary aim of this study was to compare how effectively retrieval practice and repeated

Posted on 24 May 2018
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

RESOURCE: Neuroscience and How Students Learn

Neuroscience fundamentals Changing the brain: For optimal learning to occur, the brain needs conditions under which it is able to change in response to stimuli (neuroplasticity) and able to produce new neurons (neurogenesis). The most effective learning involves recruiting multiple regions of the brain for the learning task. These regions are associated

Posted on 15 May 2018
By Brian S McGowan, PhD
In Brain Science, Learning Models & Theory, Resources

RESOURCE: Brain circuit helps us learn by watching others

It’s often said that experience is the best teacher, but the experiences of other people may be even better. If you saw a friend get chased by a neighborhood dog, for instance, you would learn to stay away from the dog without having to undergo that experience yourself.This kind of

Posted on 15 May 2018
By Brian S McGowan, PhD
In Brain Science, Learning Models & Theory, Resources

RESOURCE: Students’ Approaches to Learning | John Biggs

In 1976, Swedish researchers Ference Marton and Roger Saljö demonstrated that students learn not what teachers think they should learn, but what students perceive the task to demand of them. Students using a ‘surface’ approach see a task as requiring specific answers to questions, so they rote learn bits and

Posted on 2 May 2018
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Resources

MANUSCRIPT: Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts?

The fields of cognitive psychology and behavior analysis have undertaken separate investigations into effective learning strategies. These studies have led to several recommendations from both fields regarding teaching techniques that have been shown to enhance student performance. While cognitive psychology and behavior analysis have studied student performance independently from their

Posted on 2 May 2018
By Brian S McGowan, PhD
In Brain Science, Learning Models & Theory, Manuscript, Resources

ABSTRACT: A Video-Based Coaching Intervention to Improve Surgical Skill in Fourth-Year Medical Students

OBJECTIVE: For senior medical students pursuing careers in surgery, specific technical feedback is critical for developing foundational skills in preparation for residency. This pilot study seeks to assess the feasibility of a video-based coaching intervention to improve the suturing skills of fourth-year medical students. DESIGN: Fourth-year medical students pursuing careers in surgery were

Posted on 2 May 2018
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Beyond Continuing Medical Education: Clinical Coaching as a Tool for Ongoing Professional Development

PROBLEM: For most physicians, the period of official apprenticeship ends with the completion of residency or fellowship, yet the acquisition of expertise requires ongoing opportunities to practice a given skill and obtain structured feedback on one's performance. APPROACH: In July 2013, the authors developed a clinical coaching pilot program to provide early-career hospitalists

Posted on 2 May 2018
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: How preferred learning approaches change with time: a survey of GPs and GP Specialist Trainees

Background The Approaches and Study Skills Inventory for Students (ASSIST) questionnaire assesses whether learners prefer a deep, strategic or surface approach to learning. This study aimed to establish the effect of time since qualification, gender and work role on ASSIST scores of General Practitioners (GPs) and GP Specialist Trainees (GPSTs).

Posted on 2 May 2018
By Brian S McGowan, PhD
In Learning Models & Theory, Medical Education, Resources

ABSTRACT: Subjective awareness of ultrasound expertise development: individual experience as a determinant of overconfidence

Medical decision-making requires years of experience in order to develop an adequate level of competence to successfully engage in safe practice. While diagnostic and technical skills are essential, an awareness of the extent and limits of our own knowledge and skills is critical. The present study examines clinicians' subjective awareness

Posted on 2 May 2018
By Brian S McGowan, PhD
In Brain Science, Learning Models & Theory, Medical Education, Resources

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Category : Learning Models & Theory

Medical Education in a Time of Physical (Social) Distancing

ABSTRACT: Retrieval practice enhances the ability to evaluate complex physiology information

RESOURCE: Neuroscience and How Students Learn

RESOURCE: Brain circuit helps us learn by watching others

RESOURCE: Students’ Approaches to Learning | John Biggs

MANUSCRIPT: Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts?

ABSTRACT: A Video-Based Coaching Intervention to Improve Surgical Skill in Fourth-Year Medical Students

ABSTRACT: Beyond Continuing Medical Education: Clinical Coaching as a Tool for Ongoing Professional Development

ABSTRACT: How preferred learning approaches change with time: a survey of GPs and GP Specialist Trainees

ABSTRACT: Subjective awareness of ultrasound expertise development: individual experience as a determinant of overconfidence

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