China
Africa
Explore chapters and articles related to this topic
Education to promote dignity in healthcare
Published in Milika Ruth Matiti, Lesley Baillie, Paula McGee, Dignity in Healthcare, 2020
Liz Cotrel-Gibbons, Milika Ruth Matiti
It is, however, acknowledged that learning about dignity may also have extrinsic motivators such as health and social policy and practice guides, for example Dignity in Care (Department of Health, 2006). These motivators need to be examined, analysed and critiqued before being included in the students’ personalised meaning constructions. Merely presenting policies leads to surface learning, what Beattie et al. (1997) would identify as rote learning, with limited ability to instigate professional practice.
Computational Neuroscience and Compartmental Modeling
Published in Bahman Zohuri, Patrick J. McDaniel, Electrical Brain Stimulation for the Treatment of Neurological Disorders, 2019
Bahman Zohuri, Patrick J. McDaniel
Learning is distinguished into a number of different forms. The simplest is learning by trial-and-error. For example, a simple program for solving mate-in-one chess problems might try out moves at random until one is found that achieves mate. The program remembers the successful move and next time the computer is given the same problem it is able to produce the answer immediately. The simple memorizing of individual items—solutions to problems, words of vocabulary, etc.—is known as rote learning.
Continuing development in leadership and management
Published in John Wattis, Stephen Curran, Elizabeth Cotton, Practical Management and Leadership for Doctors, 2019
John Wattis, Stephen Curran, Elizabeth Cotton
There have been significant changes in medical education and training in recent years across Europe and the UK. The main change has been a move away from learning large numbers of facts to developing knowledge and skills through a more balanced combination of education and training. There has also been a greater recognition and emphasis on medical leadership at all stages of training in large part because of the importance of medical leadership for substantive doctors working in diverse, ever-changing and complex healthcare organisations. As an illustrative example, the publication of Tomorrow’s Doctors, initially published in 1993 [1], was a significant step forward for medical student education in the UK. It stressed the need for understanding and core learning rather that an emphasis on rote learning. This welcome change was also implemented in postgraduate medical education. Unfinished Business [2] recommended reform of the junior doctor Senior House Officer grade. The 2-year Foundation Programme was started in 2005, followed by the Specialty Training Programme in 2007. This was important from our perspective as the postgraduate curricula, for the first time, emphasised the importance of management and leadership training.
Will clinical signs become myth? Developing structured Signs Circuits to improve medical students’ exposure to and confidence examining clinical signs
Published in Medical Education Online, 2022
Dominic Merriott, George Ransley, Shadman Aziz, Krushna Patel, Molly Rhodes, Deborah Abraham, Katba Imansouren, Daniel Turton
Further, all teaching is done in the context of the OSCE examination. For our students, this means only needing to perform a competent, systems-based examination and generating a sensible differential diagnosis to pass. There is much literature discussing whether this approach encourages rote learning of a run-through exam, without the ability to apply those skills to clinical dilemmas to reach a diagnosis. Notably, OSCE scores may not correlate with focused tests of students’ diagnostic skills [5,32], with these skills better reflected by the amount of time senior physicians have spent with students reviewing exam findings at the bedside [32]. Some advocate the development of the ‘hypothesis-driven physical examination’ to counteract this [15], creating a more signs and diagnosis-focused examination style.
Student perceptions of factors that influence clinical competency in voice
Published in International Journal of Speech-Language Pathology, 2021
Anna F. Rumbach, Katherine Dallaston, Anne E. Hill
Participants first experienced the theoretical curriculum related to the voice and its disorders. They reported that there was a lot to learn (i.e. “It was content heavy.” – FG2P1), which left them sometimes feeling overwhelmed (e.g. “It was definitely a bit overwhelming at first…it was just a bit of an overload…but in a good way. It was very interesting.” – FG4P2). There was “a bit of rote learning instead of full concept reasoning” – FG2P3 in the earlier stages. Participants reported greater success if their learning style matched the teaching style in which the material was presented. A lot of rote learning was required, which was considered by some to be a facilitator (e.g. “She can rote learn really well. So you can give her a list and she’ll be able to recite it in like an hour.” – FG1P3). For those who described themselves as visual or kinaesthetic learners, rote learning was considered “a very inefficient…and really effortful way to learn.” – FG1P1. To pass the examination, one student described a method of strategic learning, learning only one therapy technique per diagnosis or physiological cause.
Clinical prioritisation questions: How can we best utilise them?
Published in Medical Teacher, 2020
Whilst CPQs are a great method of further testing uncertainty in medical students, their drawback in written examinations is that one cannot justify their reasoning to the examiner. This is where a combination of CPQs with VSAs would be beneficial. A plethora of knowledge can be achieved through ‘rote learning’ as a medical student, which is disadvantageous if we are training to become diagnostic clinicians. We should be trained to regularly ask ‘why’, which can only be reflected through being able to give reasons for our answers. As detailed in another study by Sam et al. (2019b), SBAs can provide an inaccurate impression of a student’s competence, with VSAs showing greater authenticity. Although the style of question being addressed here is different, there is still evidence to suggest that adding a VSA component to CPQs can highlight any cognitive errors.