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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: Cognitive Load Theory: implications for medical education: AMEE Guide No. 86

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive

Posted on 29 Dec 2014
By Collated Resource
In Abstract, Medical Education, Resources

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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: Cognitive Load Theory: implications for medical education: AMEE Guide No. 86

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