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Five Pearls of Educational Theory
Published in Ramesh Mehay, The Essential Handbook for GP Training and Education, 2021
Ramesh Mehay, Anna Romito, Mark Waters, Kirsty Baldwin, Hasna Begum
Constructivism is the theory that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When learners encounter something new, they reconcile it with previous knowledge and experience. They may change what they believe, or they may discard the new information as irrelevant. To be active creators of their knowledge, however, they must be able to ask questions, explore and assess what they know. In the classroom, the constructivist view of learning means encouraging students to use active techniques such as experiments and real-world problem-solving using authentic data if possible, and to create knowledge and reflect on their understanding.
Considerations for Designing Web-Based Programs
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Pamela T. Northrup, Karen Rasmussen
The psychological aspect of grounded design emphasizes theory and research on how people learn. With theorists studying learning since the 1800s, there are many beliefs about the way people learn (Driscoll, 2000). Despite the differing philosophies of learning, theorists generally agree that learning is "... a persisting change in human performance potential . . . and that a change in performance or performance potential must come about as a result of a learner's experience and interaction with the world" (p. 11). Sherry (1996) suggests that two dominant views of learning have emerged, a more traditional, information processing approach and a constructivist approach. Driscoll promotes Cognitive Information Processing as an integration of a variety of perspectives where the human learner is conceived to be a processor of information, in much the same way that a computer processes information through input, storage, and output.
Training and Certification
Published in Arianna D'Angelo, Nazar N. Amso, Ultrasound in Assisted Reproduction and Early Pregnancy, 2020
Nazar N. Amso, Arianna D'Angelo, Costas Panayotidis
Learners can participate in the learning environment and construct their knowledge in ways that are meaningful to them and facilitate their progression, a philosophy known as “Constructivism.” Developing a skill or craft, in this instance ultrasound, encompasses mental action or the process of acquiring knowledge and understanding through thought, experience, and the senses (i.e., to recognize or conceptualize, an approach referred to as “Cognitive Apprenticeship” as described by Collins [18]). When applied in a technologically rich environment, learners construct their knowledge and skills through accurate and realistic practices considerably faster than in a conventional opportunistic environment. The “observation” of an expert is replaced with e-learning and exemplars of lesson plans and video clips of simulated ultrasound scans undertaken by clinical experts often referred to as “modeling”; hints and recommendations extend learners’ competencies, referred to as “scaffolding”; while feedback and guidance improve practices, known as “coaching.” These learning steps assist them to articulate their knowledge (“articulation”), enable them to be critical of their own performance (“reflection”), and finally drive them into a mode of problem-solving of their own (“exploration”).
Enhancing professional competency in clinical procedures using head-mounted display virtual reality - a mixed method study
Published in Medical Education Online, 2023
Siew Tiang Lau, Chiew Jiat Rosalind Siah, Wen Liang Loh, Khairul Dzakirin Bin Rusli, Laura Tham Schmidt, Fui Ping Lim, Sok Ying Liaw
The concept of ‘practice makes perfect’ is not a new notion. However, the practice needs to be deliberate to make it perfect. Deliberate practice involves repetitive performance of a cognitive or psychomotor task together with rigorous skills assessment in a dedicated domain [11]. Using a constructivism approach, the educators help the learners learn through actual experience, build on their existing knowledge, and incorporate new information. Learners engage in the constructs of virtual reality, such as immersion, interaction, imagination and motivation [3]. The learners also gain new knowledge as well as ability to analyze, reflect, and problem solve in a cyclical manner for self-improvement [12,13]. It was found that learners were motivated to learn more in a safe, convenient environment with hands-on experience. They reported satisfaction, self-efficacy and engagement when practicing with immersive technologies [14].
Immersive virtual patient simulation compared with traditional education for clinical reasoning: a pilot randomised controlled study
Published in Journal of Visual Communication in Medicine, 2023
Claire Bonnin, Dominique Pejoan, Eric Ranvial, Méryl Marchat, Nicolas Andrieux, Laurent Fourcade, Anaick Perrochon
The clinical case focussed on chronic respiratory insufficiency; it was based on medical and paramedical elements concerning an actor patient in the respiratory disease unit of the Limoges CHU. An expert consensus (medical doctor, physiotherapist, teacher specialised in the respiratory field) and a reference work (Antonello & Delplanque, 2001) provided relevant information and enabled us to determine the learning outcomes with regard to this clinical case. As Radianti and al. (Radianti et al., 2020) recommended constructing VR application based on a specific learning theory, we chose constructivism learning theory to develop this clinical case. Students had already received knowledge in courses about respiratory pathologies. Constructivism is an active process of learning. This clinical case allowed students to link prior knowledge to a real patient’s case.
Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147
Published in Medical Teacher, 2023
Renée E. Stalmeijer, Jill R. D. Whittingham, Guy W. G. Bendermacher, Ineke H. A. P. Wolfhagen, Diana H. J. M. Dolmans, Carolin Sehlbach
IQA should be geared towards the key components that make up a curriculum, such as educational activities or courses, and should build evaluation instruments firmly grounded in theories and the literature on learning and teaching (Frick et al. 2010). In other words, the items of an evaluation instrument must be derived from what the literature has shown determines the quality of an educational programme. If the design of IQA instruments is based on these educational principles, this will augment the chances of outcomes of data collection being actionable by the different stakeholders (Bowden and Marton 1999; Dolmans et al. 2011). Educational principles can be defined as a way of thinking about how and why an educational program is effective (Figure 2). Depending on the nature of the curriculum or the programme you want to evaluate, multiple educational principles might apply. In Box 2, we provide two examples (1) principles of constructivist learning to evaluate problem-based learning, and (2) cognitive apprenticeship to evaluate clinical teaching.