natural learning actions Archives - Page 2 of 3

RESOURCE: How Can I Best Absorb Information While Reading?

I want to be able to store information like these people but, if possible, without reading a book more than once. What method(s) can I undertake to ensure I get the most possible information from a book when I read it?P See the original question here.P 3-Step Program (Answered by TRdH)P Memory is

RESOURCE: Doctors’ #1 Source for Healthcare Information: Wikipedia

In spite of all of our teachers' and bosses' warnings that it's not a trustworthy source of information, we all rely on Wikipedia. Not only when we can’t remember the name of that guy from that movie, which is a fairly low-risk use, but also when we find a weird

Posted on 10 Mar 2014
By Brian S McGowan, PhD
In Informatics & Analysis, Rapid Learning Healthcare System, Resources

EdTechReview’s ‘149 Amazing Google Tricks to Increase Effectiveness of your Search’

Here is a great resource that we might consider building CE around as a means of supporting the lifelong, natural learning actions of clinicians (and I bet you will want to share this with your colleagues too): EXCERPT: Google is the most popular search engine and most of the people use it

Posted on 3 Mar 2014
By Brian S McGowan, PhD
In Blog, Education Technology, Learning Models & Theory, Medical Education

What do primary care practitioners want to know? A content analysis of questions asked at the point of care

INTRODUCTION: Assessing physician needs to develop continuing medical education (CME) activities is an integral part of CME curriculum development. The purpose of the present study was to demonstrate the feasibility of identifying areas of perceived greatest needs for continuing medical education (CME) by using questions collected electronically at the point of

Posted on 6 Jan 2014
By Brian S McGowan, PhD
In Abstract, Medical Education, Resources

ABSTRACT: Open-book tests: search behaviour, time used and test scores

BACKGROUND: Because of the increasing medical knowledge and the focus of medical education on acquiring competencies, the use of open-book tests seems inevitable. Dealing with a large body of information, indicating which kind of information is needed to solve a problem, and finding and understanding that knowledge at the right moment

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testing.

BACKGROUND: Yearly formative knowledge testing (also known as progress testing) was shown to have a limited construct-validity and reliability in postgraduate medical education. One way to improve construct-validity and reliability is to improve the authenticity of a test. As easily accessible internet has become inseparably linked to daily clinical practice, we

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Manuscript, Medical Education, Resources

Is adult learning theory enough?

For the past 20 years the professional guild of healthcare educators has been increasingly leveraging adult learning theory in the development of content and in the delivery of content to clinician learners. And every few years a meta-analysis is published exploring the impact of this education on knowledge change or

Posted on 25 Jul 2013
By Brian S McGowan, PhD
In Blog, Informatics & Analysis, Learning Models & Theory, Medical Education, Rapid Learning Healthcare System

ABSTRACT: Perceptions of the roles of social networking in simulation augmented medical education and training

Simulation-augmented education and training (SAET) is an expensive educational tool that may be facilitated through social networking technologies or Computer Supported Collaborative Learning (CSCL). This study examined the perceptions of medical undergraduates participating in SAET for knot tying skills to identify perceptions and barriers to implementation of social networking technologies

Posted on 8 Jul 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Online Learning, Resources, Social Media & Medical Education

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: Profiling undergraduates’ generic learning skills on entry to medical school; an international study.

BACKGROUND: Medical education faces challenges posed by widening access to training, a demand for globally competent healthcare workers and progress towards harmonisation of standards. AIM: To explore potential challenges arising from variation in diversity and educational background of medical school entrants. METHOD: This study investigated the reported experience and confidence, in a range of 31

Posted on 27 May 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

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Tag : natural learning actions

RESOURCE: How Can I Best Absorb Information While Reading?

RESOURCE: Doctors’ #1 Source for Healthcare Information: Wikipedia

EdTechReview’s ‘149 Amazing Google Tricks to Increase Effectiveness of your Search’

What do primary care practitioners want to know? A content analysis of questions asked at the point of care

ABSTRACT: Open-book tests: search behaviour, time used and test scores

MANUSCRIPT: An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testing.

Is adult learning theory enough?

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

ABSTRACT: Profiling undergraduates’ generic learning skills on entry to medical school; an international study.

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