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Africa
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Exploring the Application (or Use) Of Educational Theory in Perinatal Teaching through Four Theorists
Published in Mary Nolan, Shona Gore, Contemporary Issues in Perinatal Education, 2023
Lifelong learning is composed of many experiences that involve incorporating new knowledge or concepts into one’s understanding of the world. Becoming a parent is a transformative experience and a period of potential disjuncture, presenting ‘disorientating dilemmas’ (Jarvis, 2009; Mezirow, 1981). Exploring theories of adult education can help the practitioner to support new parents through this extraordinary time of change and meet the aims of perinatal education as outlined below: To build self-efficacy for normal birthTo strengthen the relationship between the parents and their unborn babyTo reduce stress in parents and improve mental healthTo strengthen the couple relationshipTo create social supportTo build strong, healthy communities based on strong healthy familiesTo ameliorate social inequalities (Nolan, 2020).
The impact of health and social policy on cancer and palliative care education
Published in Lorna Foyle, Janis Hostad, Delivering Cancer and Palliative Care Education, 2018
It is important to have the right number of people with the right skills to deliver a quality agenda (Department of Health 1999). This should be achieved by integrating lifelong learning and continuing professional development into healthcare provision, by providing all healthcare staff with the knowledge and tools to enable them to offer the most modern, effective and high-quality care to patients and their families. Merging quality improvement plans, workforce training strategies, professional development planning and resource mechanisms is fundamental to the success of clinical governance. Local human resource strategies have been recommended to provide structure to the training and to address the educational needs of staff (both clinical and managerial).
Professional knowledge and development: keeping up to date
Published in Jill Thistlethwaite, John Spencer, Professionalism in Medicine, 2018
Jill Thistlethwaite, John Spencer
However, doctors are expected to keep up to date within their field through continuing professional development and appraisal. One of the prime professional attributes that medical graduates are expected to acquire during their long and arduous education is the desire for lifelong learning. They also need the tools to carry this out, including critical appraisal, as not everything that is published will have an impact on one’s work (or even be true).
EFPIA Guideline on a Quality Framework of Principles in Lifelong Learning in Healthcare
Published in Journal of European CME, 2022
Eva Hofstädter-Thalmann, Damian Largier
Lifelong Learning (LL) is defined by the European Commission as all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences[1]. For healthcare professionals LL is essential for the provision of an optimal standard of patient care. Lifelong Learning in Healthcare (LLH) in Europe includes a variety of educational forms, Continuing Professional Development (CPD) including Independent Medical Education (IME), with or without formal accreditation, as well as non-accredited medical education activities offered by a variety of education providers and according to different national regulations. Some activities are either lead or funded by the pharmaceutical industry. This involvement of industry in medical education has been described in a detailed analysis[2].
I don’t think that means what you think it means: Why precision in lifelong learning terminology matters to medical education
Published in Medical Teacher, 2022
Deborah L. Conway, Deborah A. Chang, Jeffrey L. Jackson
The need to embrace and adopt lifelong learning practices becomes more palpable for medical students when they begin to function on healthcare teams and participate in the direct care of patients. As students progress through the UME curriculum, faculty need to adapt their teaching approaches in order to support students’ increasing self-direction (Grow 1991). At this point, students apply multiple SRL components to the core competency of practice-based learning in service to their patients. Although students may have limited opportunities to demonstrate fully independent SDL while on graded and evaluated clinical rotations, faculty in these settings are in positions to model the SDL behavior required of competent, independent medical professionals. By deliberately designing curricula and learning activities with the development of SRL skills in mind, we can scaffold for all students the necessary skills to be capable of independent practice, developing both their clinical competence and self-directed learning approach.
There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students
Published in Medical Teacher, 2021
Tamara E. T. van Woezik, Jur Jan-Jurjen Koksma, Rob P. B. Reuzel, Debbie C. Jaarsma, Gert Jan van der Wilt
Lifelong learning has become an important aim for higher education, especially in training for complex professions such as medicine (Mahan and Clinchot 2014; Delany et al. 2016). The medical curriculum often includes the development of a critical and reflective attitude that is needed for self-directed professionals in their highly dynamic field (Miflin et al. 2000; Murad et al. 2010; Chitkara et al. 2016). Self-directed learning is best promoted in authentic learning situations, meaning that the learning situation reflects professional practice (Jennings 2007; Goldman et al. 2009; Taylor and Hamdy 2013). Authentic learning in medicine means, among other things, that students work together in teams, a setting that professionals will often encounter. Self-directed learning is probably fostered in this setting, because learning in a social environment will stimulate discussion and reflection (Bolhuis 2003). Understanding more about how self-directed learning develops in teams could help designing for education in a collaborative setting. Before we elaborate on this aim of our study, the concepts of self-directed learning and authentic learning will be explained in more detail.