Learning Models & Theory Archives - Page 23 of 78

Flipping the Classroom: A Data-Driven Model for Nursing Education

It is with great pride that we accept the 2015 ACEHP Award for Innovation in CPD, awarded for the work we have been doing over the past year with our Journey to the Center of CE project. Below you will find detailed information on the project as was recently published

Posted on 9 Jan 2015
By Collated Resource
In Blog, Education Technology, Learning Models & Theory, Medical Education, Online Learning

RESOURCE: Chunking Information for Instructional Design

Chunking Defined Chunking refers to the strategy of breaking down information into bite-sized pieces so the brain can more easily digest new information. The reason the brain needs this assistance is because working memory, which is where we manipulate information, holds a limited amount of information at one time. Why We Chunk

Posted on 8 Jan 2015
By Collated Resource
In Education Technology, Learning Models & Theory, Resources

MANUSCRIPT: What can we learn from narratives in medical education?

Medical literature has demonstrated the effectiveness of narrative writing in enhancing self-reflection and empathy, which opens the door for deeper understanding of patients' experiences of illness. Similarly, it promotes practitioner well-being. Therefore, it is no surprise that narrative writing finds a new home in medical education. The Accreditation Council of

Posted on 5 Jan 2015
By Brian S McGowan, PhD
In Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

OBJECTIVE: To determine family medicine residents' learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. DESIGN: Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. SETTING: London,

Posted on 5 Jan 2015
By Brian S McGowan, PhD
In Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study

Recent research has evidenced that although investment in Continuing Medical Education CME, both in terms of participation as well as financial resources allocated to it, has been steadily increasing to catch up with accelerating advances in health information and technology, effectiveness of CME is reported to be rather limited. Poor

Posted on 5 Jan 2015
By Brian S McGowan, PhD
In Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study

Recent research has evidenced that although investment in Continuing Medical Education CME, both in terms of participation as well as financial resources allocated to it, has been steadily increasing to catch up with accelerating advances in health information and technology, effectiveness of CME is reported to be rather limited. Poor

Posted on 2 Jan 2015
By Brian S McGowan, PhD
In Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: Evaluating the Guideline Enhancement Tool (GET): an innovative clinical training tool to enhance the use of hypertension guidelines in general practice

BackgroundThis project aims to evaluate the effectiveness of an innovative educational intervention in enhancing clinical decision making related to the management of hypertension in general practice. The relatively low level of uptake of clinical practice guidelines by clinicians is widely recognised as a problem that impacts on clinical outcomes. This

Posted on 31 Dec 2014
By Collated Resource
In Learning Models & Theory, Manuscript, Medical Education, Resources

RESOURCE: Quiz Yourself: How Good Are You at Teaching the Art of Learning?

By Benedict Carey, author of “How We Learn: The Surprising Truth about When, Where, and Why It Happens.” Check out MindShift’s article about the book. 1) You have assigned students to write an essay on “How Neurons Communicate,” based on reading a book chapter, but you know many of them will squirm. They may

RESOURCE: How to Better Retain Information from Books, Articles, and More

A Sample System Here's what a system for a book could look like: Read book. Make notes in margins and highlight or mark segments. Wait a week. Re-open book, type up notes and related quotes in Evernote and tag with an occasion I might need the information for e.g., negotiating or its relevant

ABSTRACT: How do physicians and trainers experience outcome-based education in “Rational prescribing”?

BACKGROUND: Continuing medical education (CME) is compulsory in Iran, but has shown limitations in terms of educational style and format. Outcome-based education (OBE) has been proposed internationally to create links to physicians' actual practices. We designed an outcome-based educational intervention for general physicians in primary care (GPs). Positive outcomes on GPs'

Posted on 29 Dec 2014
By Collated Resource
In Abstract, Learning Models & Theory, Medical Education, Resources

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Category : Learning Models & Theory

Flipping the Classroom: A Data-Driven Model for Nursing Education

RESOURCE: Chunking Information for Instructional Design

MANUSCRIPT: What can we learn from narratives in medical education?

MANUSCRIPT: Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

MANUSCRIPT: Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study

MANUSCRIPT: Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study

MANUSCRIPT: Evaluating the Guideline Enhancement Tool (GET): an innovative clinical training tool to enhance the use of hypertension guidelines in general practice

RESOURCE: Quiz Yourself: How Good Are You at Teaching the Art of Learning?

RESOURCE: How to Better Retain Information from Books, Articles, and More

ABSTRACT: How do physicians and trainers experience outcome-based education in “Rational prescribing”?

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