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Bronchoscopy training and simulation for medical education
Published in Don Hayes, Kara D. Meister, Pediatric Bronchoscopy for Clinicians, 2023
Riddhima Agarwal, Emily DeBoer, Tendy Chiang
Perhaps the ideal use of web-based resources is in the setting of flipped classroom instruction. Via this method, students review content independently, leaving classroom time to clarify questions and participate in Problem-Based Learning (PBL). The “Four-Box Practical Approach to Interventional Bronchoscopy”17 is a type of PBL that includes a series of case studies, testing (1) pre-procedure evaluation, (2) procedural techniques, (3) strategies based on expected and unexpected intra-operative findings, and (4) short- versus long-term follow-up. A trainee's depth of understanding is judged based on their ability to justify rationale using current literature, experimental data, and clinical experience. Learners are therefore given the opportunity to both demonstrate cognitive knowledge and to practice evidence-based clinical decision making. Journal clubs and grand rounds are less structured, but adjunctive tools for delivering information in a focused area of interest or research.9,10
Draft Recovery Objectives
Published in Sandra Rasmussen, Developing Competencies for Recovery, 2023
Some years ago, educators identified and described three learning domains. Benjamin Bloom and David Krathwohl at the University of Chicago developed the original cognitive and affective domains. Anita Harrow, Elizabeth J. Simpson, and Ravindra H. Dave followed with versions of a psychomotor domain. Functions within each domain are characterized by progressive levels of behaviors from simple to complex, a so-called taxonomy. For decades, educators, health practitioners, and business professionals have used the cognitive (knowledge), psychomotor (skills), and affective (attitudes) domains to develop objectives. Although the language is somewhat cumbersome, Taxonomy examples and revisions follow. See Boxes 8.1, 8.2, 8.3, 8.4, and Table 8.1.
Road Maps for Teaching on the Consultation
Published in Ramesh Mehay, The Essential Handbook for GP Training and Education, 2021
Ramesh Mehay, Adrian Curtis, Lucy Clark, Julie Draper, Liz Moulton
The answer to how you know whether a trainee is making progression lies in Bloom’s Taxonomy27 – seeChapter 10: Five Pearls of Educational Theory. He identified three domains of learning: the cognitive (knowledge), the psychomotor (skills) and the affective (attitudes). He also identified the range of learning depths present within each of these learning domains. The spectrum of learning depths, subdivisions and layers is called Bloom’s Taxonomy taxonomy is another word for classification). Each taxonomy is hierarchical – by which we mean that higher levels cannot be reached if lower ones are not attained. The diagram here shows the taxonomy for the psychomotor (skills) domain.
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity
Published in Medical Teacher, 2023
Johan Renes, Cees P.M. van der Vleuten, Carlos F. Collares
With a transfer from paper-based exams to computer-based assessment (CBA) (Buerger et al. 2016), particularly with the swift transfer under COVID-19 conditions (Ahmed et al. 2021), it is tempting to copy existing multiple choice question (MCQ) tests into CBA format, due to the ease of machine marking (Mowla et al. 2007). MCQ tests are widely applied in medical education programs worldwide to test large groups because of efficiency and accurate marking (Al-Rukban 2006). Strengths of MCQ tests are the possibility to assess cognitive knowledge in an objective manner, the broad sampling possibility, and the potential for high validity and reliability (Schuwirth and van der Vleuten 2017). However, MCQ tests may not always provide a true reflection of the knowledge level as they tend to be focused on answer recognitions or recall of memorized factual information (Zaidi et al. 2018). Students appear to score better with MCQ tests than on tests with alternative formats such as open-ended questions and free-response or short-answer questions (Newble et al. 1979; Veloski et al. 1999; Shaibah and van der Vleuten 2013; Sam et al. 2018), most likely due to the cueing effect when test-takers have presented a list of possible answer options (Schuwirth et al. 1996; Desjardins et al. 2014). MCQ tests are also hampered by the difficulty to make numerous high-quality questions and distractors (Tarrant et al. 2009). As a result, MCQ tests often tend to assess factual knowledge with a focus on the ‘knows’ from the Miller pyramid, which represents the lowest cognitive testing level (Epstein 2007; van der Vleuten et al 2010).
The effect of simulation learning on audiology and speech-language pathology students’ self-confidence related to early hearing detection and intervention: a randomized experiment
Published in Speech, Language and Hearing, 2022
Ahmad A. Alanazi, Mohamud S. Mohamud, Saleh S. AlSuwailem
Cognitive knowledge and its application is vital in clinical practice (Copper, Buykx, McConnell-Henry, Kinsman, & McDermott, 2011). The service-related fields, such as audiology (AUD) and speech-language pathology (SLP) require their students to transfer what they learn in the classroom into practice. Making this transition from theory to practice with confidence and efficiency will be crucial for students when they begin their internship. Failure to integrate theory and practice into curricula would negatively affect students’ ability to practice their professions competently (Wrenn & Wrenn, 2009). The traditional method of teaching by lecturing mainly transmits information, but its positive effect on learning facilitation has been under intense criticism as students are passive in receiving theoretical knowledge (Dehkordi & Heydarnejad, 2008; Ehrenberg & Haggblom, 2007; Hasanpour-Dehkordi & Solati, 2016). On the other hand, the clinical education assists students to develop a variety of skills through real experiences with patients, but a great deal of clinical education was criticized for being random as students may not have the opportunity to engage in standardized and adequate practices (Issenberg & McGaghie, 2002; Spencer, 2003).
Prehospital Airway Management Training and Education: An NAEMSP Position Statement and Resource Document
Published in Prehospital Emergency Care, 2022
Maia Dorsett, Ashish R. Panchal, Christopher Stephens, Andra Farcas, William Leggio, Christopher Galton, Rickquel Tripp, Tom Grawey
While many people consider credentialing analogous to “system entry,” the term also refers to the maintenance of the ability to practice in an EMS organization and usually includes maintenance of continuing education and ongoing performance assessments. Credentialing is a continuous process and not a one-time event. Credentialing and continued education are essential to the development and maintenance of high-quality care as an EMS clinician. External markers of skill performance such as national certification help establish entry-level competence but do not guide the EMS clinician through the development from new graduate to mastery in the field of airway management. A robust credentialing and continuing education program that aims to not only confirm entry-level competence but also develop clinician skills over time is necessary to the provision of quality airway management over the course of a career. Credentialing assessments must be uniform, equally accessible, fair, consistent, objective, and based on clearly communicated evidence-based clinical performance standards, and consist of these four principles: 1) demonstration of sufficient cognitive knowledge; 2) demonstration of mature, responsible affective ability; 3) display of accurate, appropriate psychomotor skills; 4) integrating knowledge, psychomotor skills, and affect in applying critical thinking in medical decision-making for patient care (72).