Learning Models & Theory Archives - Page 15 of 78

ABSTRACT: Connectivism: A knowledge learning theory for the digital age?

BACKGROUND: The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts.

Posted on 6 May 2016
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Resources

Engagement and Educational Effectiveness Results

After analyzing results across tens of thousands of learners and hundreds of online educational interventions, the data clearly demonstrates that the more engaged a learner is throughout the learning experience the greater the educational impact.

Posted on 5 May 2016
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Medical Education, Online Learning, Resources

ABSTRACT: The “Flipped Classroom” Model for Teaching in the Intensive Care Unit

INTRODUCTION: The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee's experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies.

Posted on 29 Feb 2016
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Board game versus lecture-based seminar in the teaching of pharmacology of antimicrobial drugs – a randomised controlled trial

BACKGROUND: The effectiveness of an educational board game developed to teach the pharmacology of antimicrobial drugs to medical students was compared with the lecture-based seminar as a supplemental tool to improve short- and long-term knowledge retention and the perception of the learning method by students. METHODS: A group of 124 students was randomised

Posted on 29 Feb 2016
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 29 Feb 2016
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Resources

MANUSCRIPT: A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students

BACKGROUND: Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. OBJECTIVE: This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based

Posted on 29 Feb 2016
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Manuscript, Medical Education, Resources

ABSTRACT: The attributes of an effective teacher differ between the classroom and the clinical setting

Most training programs use learners' subjective ratings of their teachers as the primary measure of teaching effectiveness. In a recent study we found that preclinical medical students' ratings of classroom teachers were associated with perceived charisma and physical attractiveness of the teacher, but not intellect. Here we explored whether the

Posted on 29 Feb 2016
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: The effect of stress on learning in surgical skill acquisition.

BACKGROUND: An excessive level of stress and anxiety in medical education can have a negative impact on learning. In particular, the interaction between attending surgeons and trainees in the operating room could induce stress on trainees that is counterproductive, especially if the teaching style or feedback is unduly harsh or critical. AIM: To

Posted on 18 Dec 2015
By Brian S McGowan, PhD
In Learning Models & Theory, Medical Education, Resources

ABSTRACT: Playing in the “Gutter”: Cultivating Creativity in Medical Education and Practice.

In comics, "gutters" are the empty spaces between panels that readers must navigate to weave disjointed visual sequences into coherent narratives. A gutter, however, is more than a blank space-it represents a creative zone for making connections and for constructing meaning from disparate ideas, values, and experiences.Over the course of

Posted on 7 Dec 2015
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

RESOURCE: 5 Ways to Turn Panels from Boring To Brilliant

What Are the Worst Things About Panels? So how do we loathe panels? It turns out there are 10 main ways, according to a recent survey. 10. Too many panelists. The optimal number, Arnold said, is three or four--four is best if you are concerned that one may drop out. 9. Poor time management 8.

Posted on 19 Oct 2015
By Brian S McGowan, PhD
In Learning Models & Theory, Medical Education, Resources

Clinical Operations

Commercial Teams

Resources

Medical Education

About Us

Connect with us

Category : Learning Models & Theory

ABSTRACT: Connectivism: A knowledge learning theory for the digital age?

Engagement and Educational Effectiveness Results

ABSTRACT: The “Flipped Classroom” Model for Teaching in the Intensive Care Unit

ABSTRACT: Board game versus lecture-based seminar in the teaching of pharmacology of antimicrobial drugs – a randomised controlled trial

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

MANUSCRIPT: A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students

ABSTRACT: The attributes of an effective teacher differ between the classroom and the clinical setting

ABSTRACT: The effect of stress on learning in surgical skill acquisition.

ABSTRACT: Playing in the “Gutter”: Cultivating Creativity in Medical Education and Practice.

RESOURCE: 5 Ways to Turn Panels from Boring To Brilliant

Social

Recent News

From Outcomes to Insights: 4 Best Practices in Outcomes Storytelling

Rethinking Training: The Benefits of Embracing ‘Desirable Difficulties’

Contact Us

300 E Main Street, Suite 101 Charlottesville, VA 22902

+1-434-260-1850

Email Us

About Us

Subscribe

Request a Demo