Resources

RESOURCE: Learning Styles: A Misguided Attempt to Highlight Individual Differences in Learners

In today’s blog post, I would like to give a summary of a review paper by An and Carr (2) that was recently published and that caught my attention. I find their review interesting because they highlight an important and new criticism of the learning styles approach: They state that

ABSTRACT: Audio-visual aid in teaching “fatty liver”

Use of audio visual tools to aid in medical education is ever on a rise. Our study intends to find the efficacy of a video prepared on "fatty liver," a topic that is often a challenge for pre-clinical teachers, in enhancing cognitive processing and ultimately learning. We prepared a video

Posted on 15 May 2017
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Twelve tips for developing and delivering a massive open online course in medical education

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended

Posted on 15 May 2017
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Online Learning, Resources

ABSTRACT: Twelve tips for reducing production time and increasing long-term usability of instructional video

The use of instructional video is increasing across all disciplines and levels of education. Although video has a number of distinct advantages for course delivery and student learning, it can also be time-consuming and resource-intensive to produce, which imposes a burden on busy faculty. With video poised to play a

Posted on 15 May 2017
By Brian S McGowan, PhD
In Abstract, Education Technology, Medical Education, Resources

ABSTRACT: A systematic review of the effectiveness of flipped classrooms in medical education

CONTEXT: There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching

Posted on 15 May 2017
By Brian S McGowan, PhD
In Abstract, Learning Models & Theory, Resources

Clinical Operations

Commercial Teams

Medical Education

About Us

Connect with us

RESOURCE: Learning Styles: A Misguided Attempt to Highlight Individual Differences in Learners

ABSTRACT: Audio-visual aid in teaching “fatty liver”

ABSTRACT: Twelve tips for developing and delivering a massive open online course in medical education

ABSTRACT: Twelve tips for reducing production time and increasing long-term usability of instructional video

ABSTRACT: A systematic review of the effectiveness of flipped classrooms in medical education

Social

Recent News

Battling ‘Sludge’ in Clinical Trials: A Call to Action

Breaking the Cycle of Ineffective Site Initiation Practices

Contact Us

300 E Main Street, Suite 101 Charlottesville, VA 22902

+1-434-260-1850

Email Us

About Us

Subscribe

Request a Demo