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Review
Published in Viv Cook, Caroline Daly, Mark Newman, Work-based Learning in Clinical Settings, 2021
Chapter 3 has a theoretical orientation toward Billett’s framework of practice-based learning, drawing also on Piaget’s cognitive learning theory. The unit of analysis is individual learners who act as ‘agents’ in pursuit of workplace learning opportunities and construct knowledge consequent on their workplace experiences. The central process is conducting work tasks under close supervision and guidance from colleagues and experts. Learning has both a behavioural component – seeking out and engaging with opportunities – and a cognitive component – the products of everyday thinking and acting. People develop their cognitive structures by making sense of situations they encounter during work. The context is workplaces, which vary in their social structures, division of labour and lines of accountability, and influence learning for better or worse. The result is that learners develop expertise and move from simple tasks with low accountability to more complex tasks with higher accountability. An important feature of Billett’s framework is guidance by experts in learning at work. This occurs at three levels: the first is organising and managing learners’ experiences in workplaces; the second is modelling key tasks and demonstrating procedures; the third is developing self-regulated learning and transferring knowledge and skills to other workplaces.
Blended Learning in Training Paediatric Deformity Surgeons
Published in Alaaeldin (Alaa) Azmi Ahmad, Aakash Agarwal, Early-Onset Scoliosis, 2021
Emre Acaroglu, Alpaslan Senkoylu
BL is highly dependent on content as well as context, and interdisciplinary transitions are controversial; therefore, there is no guarantee that a successful BL application in one field will be equally successful in another domain. BL requires the use of computers and the internet, but it should not be forgotten that the focus is not technology. The educator should first determine how best to teach the subject and then decide how to integrate technology into instruction [10]. OL environments are characterised by the autonomy of the learner; therefore, self-regulation is a critical factor for students. To support this prediction, researchers demonstrate self-regulated learning as a predictor of academic achievement for technology-mediated learning environments [12]. In 2003, the American Society for Training and Development identified BL as one of the top ten areas of development and advancement in the information industry [13].
Reflective practice and professional identity
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Stuart Lane, Christopher Roberts
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Looking at how you approach a learning task, monitoring comprehension and evaluating the progress towards the completion of a task are skills that are metacognitive in their nature. The process of metacognition is important when it comes to the discussion of self-regulated learning. Engaging in metacognition is a salient feature of good self-regulated learners, and groups reinforcing collective discussion of metacognition are a salient feature of self-regulating social groups, and ultimately in the context of this chapter, reflective practice.
Development and evaluation of an online integrative histology module: simple design, low-cost, and improves pathology self-efficacy
Published in Medical Education Online, 2022
Daniel T. Schoenherr, Mary O. Dereski, Kurt D. Bernacki, Said Khayyata, Stefanie M. Attardi
Further highlighting the effect of self-efficacy in educational engagement, Demirören et al. [41] demonstrated a positive correlation between self-regulated learning and self-efficacy in problem-based learning. Self-regulated learning is an essential skill for physicians to take responsibility for their own learning after graduating from training and to stay up-to-date in patient care [41]. Problem-based learning helps students integrate different subject matters and develop effective problem-solving skills [42], forming the foundation for clinical reasoning. Therefore, interventions that increase self-efficacy and improve learning skills can enhance students’ abilities in problem-solving and self-regulated learning. In addition, recent studies by Lee and Jeon [43] and Yu et al. [44] demonstrated that academic self-efficacy was negatively correlated with academic burnout. Therefore, it could be postulated that interventions leading to improved self-efficacy may combat student burnout.
Educational programs for learning to observe movement quality in physical therapy: a design-based research approach
Published in Physiotherapy Theory and Practice, 2022
Lieke M Dekkers, Ton Satink, Maria W Nijhuis-Van Der Sanden, Bert J De Swart, Marjo J Maas, Anjo J Janssen
One of the results of our study is the proto-theory that comprises two leading design principles: ‘student in the lead’ and ‘teacher as facilitator’. The other principles (i.e. peer learning, assessment and feedback for learning, contextual learning, building complexity, and educational tools) can be linked with these two principles. The first design principle is that students need to take the lead in their own learning to master observational skills. The importance of self-regulating learning processes based on personal learning goals is explained by the self-regulated learning theory (Greene and Azevedo, 2007; Schön, 1983; Zimmerman, 1990, 2002); and self-determination theory (Ryan and Deci, 2000). Supporting and allowing students to take the lead in their own learning and the responsibility for their own learning depends on both active involvement in learning and the students’ motivation to learn (Greene and Azevedo, 2007; Ryan and Deci, 2000; Schön, 1983; Zimmerman, 2002). Furthermore, the level of motivation is significantly related to the students’ self-efficacy beliefs (Bandura and Locke, 2003). For the students, this implies deliberate practice, critical reflection on the quality of the demonstrated observational skills, asking for feedback, and designing an improvement plan with personal learning goals.
A coach of my own
Published in Medical Teacher, 2020
H. Moses Murdock, Jennifer R. Kogan
Reflecting on my experiences, I believe that students would benefit from an educational environment in which medical educators empower learners to set goals, self-reflect, and implement interventions to promote progress: a practical application of self-regulated learning theory (Cho et al. 2017). For such a model to be effective, students need to develop the tools of introspection. I envision an orientation to the clerkship year that incorporates elements of self-regulated learning theory, making the expectation of student partnership in learning explicit. Early clerkship students will likely be less facile in this process and would grow in confidence and expertise as they mature as learners in the clinical setting. House staff and faculty will fill key roles as mentors and coaches in this process, encouraging and guiding students as they develop ever more nuanced strategies for self-feedback and growth. Many of these relationships will by necessity be transient, and we should consider creating and supporting programs which provide longitudinal mentorship during the early clinical years.