Learning Models & Theory Archives - Page 28 of 78

ABSTRACT: Evaluating neurology CME in two educational methods using Patton’s utilization focused model

BACKGROUND: Generally in continuing education medical education (CME) the most time is consumed for in the planning and preparation of the event. This planning and preparation, however, needs recognition through an evaluative process. The purpose of this study was to evaluate neurology CME in two educational methods, lecture vs task-based learning,

Posted on 8 Sep 2014
By Collated Resource
In Abstract, Learning Models & Theory, Resources

ABSTRACT: Problem-based learning (PBL): getting the most out of your students – their roles and responsibilities

This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that

Posted on 8 Sep 2014
By Collated Resource
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Fostering professionalism among doctors: the role of workplace discussion groups

BACKGROUND: The professionalism of doctors has come in for increasing scrutiny and discussion, within the profession and in society. Professionalism has also become of central interest in undergraduate and postgraduate medical education. There is a great deal of debate about the nature of medical professionalism, how to promote it and what

Posted on 8 Sep 2014
By Collated Resource
In Abstract, Learning Models & Theory, Medical Education, Resources

RESOURCE: How Does the Brain Learn Best? Smart Studying Strategies | MindShift

In his new book, “How We Learn: The Surprising Truth about When, Where, and Why It Happens,” author Benedict Carey informs us that “most of our instincts about learning are misplaced, incomplete, or flat wrong” and “rooted more in superstition than in science.” That’s a disconcerting message, and hard to believe

RESOURCE: Amazing Ways Twitter Can Give Wings to Your Professional Development

Twitter can act as powerful and economical mean to give your students best and latest information on various subjects. However, a lot of educators just feel overwhelmed on how to make best of Twitter. Here are some easy yet effective ways Twitter can help in your professional development. Use Hashtags to

Posted on 25 Aug 2014
By Collated Resource
In Education Technology, Learning Models & Theory, Resources, Social Media & Medical Education

RESOURCE: How MOOC Video Production Affects Student Engagement

FINDINGS AND RECOMMENDATIONS Here are our seven main findings and corresponding recommendations for creators of online educational videos: 1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes. Recommendation: Invest heavily in pre-production lesson planning to segment videos into chunks shorter than 6 minutes. This is the most significant recommendation! 2.

Posted on 13 Aug 2014
By Collated Resource
In Education Technology, Learning Models & Theory, Online Learning, Resources

RESOURCE: Optimal Video Length for Student Engagement

The optimal video length is 6 minutes or shorter -- students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students

Posted on 13 Aug 2014
By Collated Resource
In Education Technology, Learning Models & Theory, Online Learning, Resources

MANUSCRIPT: Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

Results Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format

Posted on 8 Jul 2014
By Collated Resource
In Learning Models & Theory, Manuscript, Medical Education, Resources

ABSTRACT: Social media: opportunities for quality improvement and lessons for providers

Social media brings a new dimension to health care for patients, providers, and their support networks. Increasing evidence demonstrates that patients who are more actively involved in their healthcare experience have better health outcomes and incur lower costs. In the field of cardiology, social media are proposed as innovative tools

Posted on 8 Jul 2014
By Collated Resource
In Abstract, Learning Models & Theory, Medical Education, Resources, Social Media & Medical Education

ABSTRACT: Use of a secure social media platform to facilitate reflection in a residency program

BACKGROUND: Reflective writing is used to promote learning and professional growth in medical education. Sharing reflections with peers and supervisors facilitates feedback that enhances understanding. OBJECTIVE: We explored the feasibility of using a secure social media platform to share reflections and promote reflective discussions in an emergency medicine residency program. METHODS: This was a prospective

Posted on 8 Jul 2014
By Collated Resource
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

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Category : Learning Models & Theory

ABSTRACT: Evaluating neurology CME in two educational methods using Patton’s utilization focused model

ABSTRACT: Problem-based learning (PBL): getting the most out of your students – their roles and responsibilities

ABSTRACT: Fostering professionalism among doctors: the role of workplace discussion groups

RESOURCE: How Does the Brain Learn Best? Smart Studying Strategies | MindShift

RESOURCE: How MOOC Video Production Affects Student Engagement

RESOURCE: Optimal Video Length for Student Engagement

MANUSCRIPT: Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

ABSTRACT: Use of a secure social media platform to facilitate reflection in a residency program

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