Learning Models & Theory Archives - Page 59 of 78

MANUSCRIPT: Making psychological theory useful for implementing evidence based practice: a consensus approach — Michie et al. 14 (1): 26 — BMJ Quality and Safety

Background: Evidence-based guidelines are often not implemented effectively with the result that best health outcomes are not achieved. This may be due to a lack of theoretical understanding of the processes involved in changing the behaviour of healthcare professionals. This paper reports the development of a consensus on a theoretical

Posted on 4 Jun 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Manuscript, Medical Education, Rapid Learning Healthcare System, Resources

ABSTRACT: Broadening conceptions of learning in medical education: the message from teamworking – Bleakley – 2006 – Medical Education – Wiley Online Library

Background There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of ‘adult learning theory’. Methods This paper critically addresses the limitations of

Posted on 4 Jun 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Resources

ABSTRACT: Human and social capital as facilitators of lifelong learning in nursing

To ensure that lifelong learning is, and remains, a reality as a vehicle for facilitating continuing professional learning in nursing, certain mechanisms need to be instituted specifically for this purpose. Some of the key organisational facilitators for achieving this include individual performance reviews, Workforce Development Confederations, professional self-regulation, and Investors

Posted on 4 Jun 2013
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Resources

What If We Re-engineered “Focus Groups” for Learning

Focus groups have been longed used to collect information, from market research, to educational research, to guideline-building consensus development. What strikes me is that in each of these models the emphasis has been on what the groups can provide the organizers - the information gatherers. In recent years my focus

Posted on 4 Jun 2013
By Brian S McGowan, PhD
In Blog, Learning Models & Theory, Medical Education

ABSTRACT: The Effects of Group Factors on Deception Detection Performance

Deception has been an important problem in interactive groups, impeding effective group communication and group work, yet deception detection in such a context remains understudied. Extrapolated from the interpersonal deception theory (IDT) and group composition research in cooperative contexts, this research proposes that group factors, including diversity and familiarity, have

Posted on 4 Jun 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Resources

ABSTRACT: The Role of Feeling Known for Team Member Outcomes in Project Teams

This research introduces the concept of feeling known—or the belief that others have developed accurate opinions of one’s traits and characteristics—to the team literature. Various theoretical streams posit that acquiring a sense of being known and understood is a central human motivation that leads to positive outcomes for individuals. The

Posted on 4 Jun 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Resources

ABSTRACT: Understanding the Group Size Effect in Electronic Brainstorming

A number of studies on electronic brainstorming have found that large electronic groups can facilitate the number of ideas generated relative to control groups of similar numbers of solitary performers (nominal groups). Thus far there is no clear evidence for the basis of this facilitative effect. The most likely explanation

Posted on 4 Jun 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Resources

ABSTRACT: Anatomy in medical education: Perceptions of undergraduate medical students

AIM: The best method to teach anatomy is widely debated. A shift away from cadaveric dissection in UK medical schools towards newer approaches has taken place without adequate evaluation of their suitability. The impact of this on future anatomical and surgical competencies is unclear. We assessed student perceptions to different methods

Posted on 3 Jun 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis

Although feedback has been identified as a key instructional feature in simulation based medical education (SBME), we remain uncertain as to the magnitude of its effectiveness and the mechanisms by which it may be effective. We employed a meta-analysis and critical narrative synthesis to examine the effectiveness of feedback for

Posted on 3 Jun 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Introduction to debriefing.

Debriefing is a lynchpin in the process of learning. As a post-experience analytic process, debriefing is a discussion and analysis of an experience, evaluating and integrating lessons learned into one's cognition and consciousness. Debriefing provides opportunities for exploring and making sense of what happened during an event or experience, discussing

Posted on 3 Jun 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

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Category : Learning Models & Theory

MANUSCRIPT: Making psychological theory useful for implementing evidence based practice: a consensus approach — Michie et al. 14 (1): 26 — BMJ Quality and Safety

ABSTRACT: Broadening conceptions of learning in medical education: the message from teamworking – Bleakley – 2006 – Medical Education – Wiley Online Library

ABSTRACT: Human and social capital as facilitators of lifelong learning in nursing

What If We Re-engineered “Focus Groups” for Learning

ABSTRACT: The Effects of Group Factors on Deception Detection Performance

ABSTRACT: The Role of Feeling Known for Team Member Outcomes in Project Teams

ABSTRACT: Understanding the Group Size Effect in Electronic Brainstorming

ABSTRACT: Anatomy in medical education: Perceptions of undergraduate medical students

ABSTRACT: Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis

ABSTRACT: Introduction to debriefing.

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