Learning Models & Theory Archives - Page 10 of 78

Irrationality – undermining learning for millennia

This past Tuesday was March 14th - or 3/14 - otherwise known as Pi Day. Here in the Northeast US, Pi Day was wretched, bringing 10-30 inches of snow, layered with three inches of sleet. As I write this there is a 3-foot tall, nearly concrete, pile of ice at the end of

Posted on 16 Mar 2017
By Brian S McGowan, PhD
In Blog, Learning Models & Theory

RESOURCE: Some CME experts remain skeptical on social media

SPEED, COST, and ACCESSIBILITY What makes social media an attractive CME tool is its accessibility and low cost, not to mention the speed with which it prompts immediate interaction, notes Brian McGowan, cofounder and chief learning officer of ArcheMedX, a healthcare e-learning company. Michael Leis, SVP, social strategy at Digitas Health

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Online Learning, Resources, Social Media & Medical Education

ABSTRACT: Upgrading a Social Media Strategy to Increase Twitter Engagement During the Annual Meeting

Microblogs known as "tweets" are a rapid, effective method of information dissemination in health care. Although several medical specialties have described their Twitter conference experiences, Twitter-related data in the fields of anesthesiology and pain medicine are sparse. We therefore analyzed the Twitter content of 2 consecutive spring meetings of the

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources, Social Media & Medical Education

ABSTRACT: Patients with heart failure as co-designers of an educational website: implications for medical education

OBJECTIVES: To identify the learning needs of patients with heart failure between outpatients follow-up visits from their perspective and to ascertain what they emphasize as being important in the design of an educational website for them. METHODS: We conducted a two-step qualitative study at Aarhus University Hospital, Denmark. Twenty patients with heart failure

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Patient Education, Resources

ABSTRACT: Gestalt assessment of online educational resources may not be sufficiently reliable and consistent

PURPOSE: Online open educational resources are increasingly used in medical education, particularly blogs and podcasts. However, it is unclear whether these resources can be adequately appraised by end-users. Our goal was to determine whether gestalt-based recommendations are sufficient for emergency medicine trainees and attending physicians to reliably recommend online educational resources

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: Reflective Journals: Unmasking student perceptions of anatomical education

In medical education, reflection has been considered to be a core skill in professional competence. The anatomy laboratory is an ideal setting for faculty/student interaction and provides invaluable opportunities for active learning and reflection on anatomical knowledge. This study was designed to record student attitudes regarding human cadaveric dissection, explore

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Manuscript, Resources

ABSTRACT: The Leadership Case for Investing in Continuing Professional Development

Continuing medical education (CME) has the power and capacity to address many challenges in the health care environment, from clinician well-being to national imperatives for better health, better care, and lower cost. Health care leaders who recognize the strategic value of education and engage their people in education can expect

Posted on 8 Mar 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Resources

Science of Learning: The 2017 Spring Tour

One of my favorite parts of the Spring is the various meetings and symposia I am invited to - whether face-to-face or virtual - the opportunity to learn from and share with various learning professionals is perhaps my favorite part of being a Chief Learning Officer. Over the next month or

Posted on 27 Feb 2017
By Brian S McGowan, PhD
In Blog, Learning Models & Theory, Medical Education

ABSTRACT: Study skills in anatomy and physiology: Is there a difference?

Many factors influence the way individual students study, including but not limited to: previous coursework, attitudes toward the class (motivation, intimidation, risk, etc.), metacognition, and work schedules. However, little of this research has involved medical students. The present article asks the question, "Do individual medical students study differently for different

Posted on 10 Jan 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Actual drawing of histological images improves knowledge retention

Medical students have to process a large amount of information during the first years of their study, which has to be retained over long periods of nonuse. Therefore, it would be beneficial when knowledge is gained in a way that promotes long-term retention. Paper-and-pencil drawings for the uptake of form-function

Posted on 10 Jan 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Medical Education, Resources

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Category : Learning Models & Theory

Irrationality – undermining learning for millennia

ABSTRACT: Patients with heart failure as co-designers of an educational website: implications for medical education

ABSTRACT: Gestalt assessment of online educational resources may not be sufficiently reliable and consistent

MANUSCRIPT: Reflective Journals: Unmasking student perceptions of anatomical education

ABSTRACT: The Leadership Case for Investing in Continuing Professional Development

Science of Learning: The 2017 Spring Tour

ABSTRACT: Study skills in anatomy and physiology: Is there a difference?

ABSTRACT: Actual drawing of histological images improves knowledge retention

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