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American Journal of Pharmaceutical... Mar 2020To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define... (Review)
Review
To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define self-directed learning, differentiate it from similar terminology, and discuss the empirical evidence for its development and strategies for its use within higher education. Self-directed learning as a defined teaching pedagogy has been around since the 1960s and can be used in classroom and experiential settings. It is a term that is commonly used to describe a set of skills that college graduates should possess. A self-directed learning environment is dramatically different from a lecture-based classroom where the educator determines the goals, the assessments administered, and pacing of the course content. During the self-directed learning process, the learner sets goals, determines how progress will be assessed, defines the structure and sequence of activities and a timeline, identifies resources, and seeks out feedback. When teaching individuals who are new to this model, care must be taken to appropriately scaffold and structure learning to develop the underlying soft skills needed for students to be successful as self-directed learners. When implementing this pedagogy in a classroom setting, challenges are faced both by the learner and the educator. Faculty members should proactively plan for potential challenges during the course design process.
Topics: Curriculum; Education, Pharmacy; Feedback; Health Educators; Humans; Learning; Models, Educational; Program Development; Self-Directed Learning as Topic; Students; Teaching
PubMed: 32313284
DOI: 10.5688/ajpe847512 -
Annals of Anatomy = Anatomischer... Nov 2016In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching... (Review)
Review
In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research towards evaluation of the suitability of the new teaching methodologies in new curricula and student perceptions of integrated and multimodal teaching paradigms, and the ability of these to satisfy learning outcomes.
Topics: Anatomy; Computer-Assisted Instruction; Curriculum; Dissection; Education, Medical, Undergraduate; General Surgery; Guidelines as Topic; Teaching; United States
PubMed: 26996541
DOI: 10.1016/j.aanat.2016.02.010 -
Academic Medicine : Journal of the... Aug 2017The complexity and volume of simulation-based learning programs have increased dramatically over the last decade, presenting several major challenges for those who lead...
The complexity and volume of simulation-based learning programs have increased dramatically over the last decade, presenting several major challenges for those who lead and manage simulation programs and centers. The authors present five major issues affecting the organization of simulation programs: (1) supporting both single- and double-loop learning experiences; (2) managing the training of simulation teaching faculty; (3) optimizing the participant mix, including individuals, professional groups, teams, and other role-players, to ensure learning; (4) balancing in situ, node-based, and center-based simulation delivery; and (5) organizing simulation research and measuring value. They then introduce the SimZones innovation, a system of organization for simulation-based learning, and explain how it can alleviate the problems associated with these five issues.Simulations are divided into four zones (Zones 0-3). Zone 0 simulations include autofeedback exercises typically practiced by solitary learners, often using virtual simulation technology. Zone 1 simulations include hands-on instruction of foundational clinical skills. Zone 2 simulations include acute situational instruction, such as clinical mock codes. Zone 3 simulations involve authentic, native teams of participants and facilitate team and system development.The authors also discuss the translation of debriefing methods from Zone 3 simulations to real patient care settings (Zone 4), and they illustrate how the SimZones approach can enable the development of longitudinal learning systems in both teaching and nonteaching hospitals. The SimZones approach was initially developed in the context of the Boston Children's Hospital Simulator Program, which the authors use to illustrate this innovation in action.
Topics: Adult; Boston; Education, Medical; Female; Health Personnel; Humans; Male; Middle Aged; Organizational Innovation; Patient Simulation
PubMed: 28562455
DOI: 10.1097/ACM.0000000000001746 -
Advances in Physiology Education Dec 2023This is a memoir of my experiences in learning and teaching Physiology. It begins in 1962 when I entered the University of Washington as a medical student and began...
This is a memoir of my experiences in learning and teaching Physiology. It begins in 1962 when I entered the University of Washington as a medical student and began research in a physiology laboratory, which led to a Ph.D. degree in Physiology and Biophysics to go with my M.D. degree in 1968. At this time, both groups of students participated in the same physiology course containing both lectures and laboratories. After postdoctoral research at the NIH and in Cambridge, UK, in 1973 I joined the faculty of the Department of Physiology, University of California, San Francisco where I participated in the teaching of medical students and graduate students for nearly 15 years. By this time, the teaching of medical and graduate students had largely separated. In 1987, I moved to the University of Michigan as Professor and Chair of Physiology where my role in teaching was organizational as well as participatory for the next 35 years. In this work, I compare the teaching of medical students as well as graduate students and focus on how it has changed over this 60-year period. Over this time both medical and graduate Ph.D. education have become more integrative. Medical education is now taught in organ blocks rather than courses, and I participated in organizing the teaching of the gastrointestinal block. At Michigan, there is no longer a separate medical school class in Physiology, and graduate students enter a combined, "Program in Biomedical Science" for a year before choosing a mentor and department. Teaching remains an important part of the career of academic physiologists. It is important for schools offering the Ph.D. to provide instruction and experience in teaching. The American Physiology Society has developed new programs to assist teachers and many universities have centers on learning and teaching.
Topics: Humans; Faculty; Education, Medical; Students, Medical; Education, Graduate; Mentors; Teaching; Physiology
PubMed: 37498551
DOI: 10.1152/advan.00094.2023 -
Nurse Educator 2020An evidence-based process for the evaluation of teaching methods in nursing education, including classroom assignments, is not well described in the literature.
BACKGROUND
An evidence-based process for the evaluation of teaching methods in nursing education, including classroom assignments, is not well described in the literature.
PROBLEM
Nurse educators are familiar with evidence-based teaching but may be less knowledgeable about evidence-based methodologies to evaluate the effectiveness of teaching methods. Global measures of students' success, such as passing a licensing or certification examination, are often used as benchmarks for nursing education programs.
APPROACH
The authors suggest an evidence-based, 8-step evaluation process for evaluating the effectiveness of teaching methods. This process is demonstrated using simulation learning experiences in 2 courses in an advanced practice nursing education program.
OUTCOMES
The 8-step evaluation process was found to be effective for evaluating teaching methods within a graduate-level nursing education program.
CONCLUSIONS
The proposed evaluation process is applicable for evaluating teaching methods at all levels of nursing education. This systematic evaluation of teaching methods may ensure that students are engaged in learning activities leading to the attainment of assignment and course objectives.
Topics: Education, Nursing; Evaluation Studies as Topic; Humans; Learning; Students, Nursing; Teaching
PubMed: 31804295
DOI: 10.1097/NNE.0000000000000761 -
Psychiatric Rehabilitation Journal Mar 2018Training evaluations may encompass different dimensions, from engagement of learners to the achievement of specific and meaningful learning objectives to the ultimate...
TOPIC
Training evaluations may encompass different dimensions, from engagement of learners to the achievement of specific and meaningful learning objectives to the ultimate goal of changing what the learners do after completing the training. Yet, most behavioral health agencies fail to evaluate training at all, or limit their evaluations to simple satisfaction measures.
PURPOSE
Well-designed evaluations can inform decisions on how to use an agency's limited training budget or whether to renew a contract for an external trainer. These decisions, and related training investment choices, are not trivial, as service delivery resources are limited and the costs of education and training can be substantial.
SOURCES USED
Sources include the personal experience of the author and the available literature on training effectiveness and evaluation.
CONCLUSIONS AND IMPLICATIONS FOR PRACTICE
Evaluation of education and training programs should go beyond simple satisfaction ratings. A multilevel training evaluation strategy will yield rich information that can be used to refine content, improve instruction, ensure greater relevance to learners' work roles, and lead to improvements in day-to-day practice. (PsycINFO Database Record
Topics: Health Personnel; Humans; Mental Health Services; Program Evaluation; Teaching
PubMed: 29494199
DOI: 10.1037/prj0000291 -
The Clinical Teacher Jun 2022While mounting evidence supports various benefits of Students-As-Teachers (SAT) curricula in preparing students to teach, limited SAT electives are offered across...
BACKGROUND
While mounting evidence supports various benefits of Students-As-Teachers (SAT) curricula in preparing students to teach, limited SAT electives are offered across Canada. We developed a 4-week SAT selective for fourth-year medical students at the University of Toronto to enhance medical education knowledge and teaching skills. This study aimed to evaluate the SAT programme and its impact on students' development as educators, their experience as learners and educators, and their future plans for involvement with medical education.
APPROACH
Students participated in highly interactive small group seminars and teaching opportunities in nonclinical and clinical environments. Course evaluation consisted of pre-selective and post-selective surveys and written reflections on the selective experience and future career aspirations. A theory-based evaluation approach was utilized to compare the SAT programme's theory with course outcomes.
EVALUATION
Post-SAT selective, students self-reported greater knowledge and confidence in teaching methods, provision of feedback, medical education scholarship, and interest in further medical education training. Student reflections highlighted three key themes. Identity formation as educators and the importance of mentorship in medical education aligned with our programme theory, while an unexpected outcome included a shifting perception on teaching and feedback from a learner to an educator lens.
IMPLICATIONS
This study's findings demonstrate the ability of SAT curricula to build capacity for future medical educators. Positive factors contributing to the programme's outcomes included cohort size, course and seminar structure, and active group participation. Future iterations may explore use of flipped classroom models, additional clinical teaching opportunities, and near-peer teaching.
Topics: Canada; Curriculum; Education, Medical; Fellowships and Scholarships; Humans; Students, Medical; Teaching
PubMed: 35174642
DOI: 10.1111/tct.13471 -
Clinical Microbiology and Infection :... Nov 2021Becoming and staying competent is a challenge in clinical microbiology and infectious diseases because of dramatic increases in medical knowledge, discovery of new... (Review)
Review
BACKGROUND
Becoming and staying competent is a challenge in clinical microbiology and infectious diseases because of dramatic increases in medical knowledge, discovery of new pathogens, emerging infections, new resistance mechanisms and laboratory techniques. E-learning is an effective way of meeting educational needs by providing more efficient and flexible training. E-learning resources have become more important to acquire new knowledge and skills, especially at a time of physical distancing.
OBJECTIVES
This review aims to summarize the implementation of e-learning in clinical microbiology and infectious diseases with references to existing examples and resources.
SOURCES
Literature and online resources for e-learning, online teaching/education in medical education, clinical microbiology and infectious diseases.
CONTENT
The principles and common methods of e-learning and frequently used digital tools are described. For all aspects of e-learning/distance learning, available resources and examples of applications in clinical microbiology and infectious diseases are presented.
IMPLICATIONS
The techniques, tools and resources described in this article should be considered for the development and implementation of e-learning programmes in clinical microbiology and infectious disease training.
Topics: Computer-Assisted Instruction; Curriculum; Education, Distance; Humans; Infectious Disease Medicine; Learning; Microbiology
PubMed: 34058378
DOI: 10.1016/j.cmi.2021.05.010 -
American Journal of Pharmaceutical... May 2016Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported... (Review)
Review
Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.
Topics: Education, Pharmacy; Faculty, Pharmacy; Humans; Pharmacists; Pharmacy Residencies; Professional Role; Teaching
PubMed: 27293226
DOI: 10.5688/ajpe80459 -
Obstetrics and Gynecology Clinics of... Sep 2016Simulation in surgical training is playing an increasingly important role as postgraduate medical education programs navigate an environment of increasing costs of... (Review)
Review
Simulation in surgical training is playing an increasingly important role as postgraduate medical education programs navigate an environment of increasing costs of education, increased attention on patient safety, and new duty hour restrictions. In obstetrics and gynecology, simulation has been used to teach many procedures; however, it lacks a standardized curriculum. Several different simulators exist for teaching various routes and aspects of hysterectomy. This article describes how a formal framework of increasing levels of competencies can be applied to simulation in teaching the procedure of hysterectomy.
Topics: Clinical Competence; Computer Simulation; Computer-Assisted Instruction; Curriculum; Female; Gynecology; Humans; Hysterectomy; Obstetrics; Program Evaluation; Simulation Training
PubMed: 27521885
DOI: 10.1016/j.ogc.2016.04.007