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From classroom to clinic
Published in Viv Cook, Caroline Daly, Mark Newman, Work-based Learning in Clinical Settings, 2021
Thus, in tracing the school’s response to the General Medical Council guidance using activity theory, my attention was drawn to the uneven distribution of teaching practices (divisions of labour) and the changing constitution of the teaching faculty (community). It became much clearer, to me at least, that different teaching practices within and across the system, held different statuses. This closer, activity theory based analysis led me to think differently about the faculty I could be working with and the types of teaching activity each might be engaged in. It also led me to think about how the perceived status of different types of teaching and learning experiences might influence student engagement with these.
What Promotes Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
Maintain a culture that invites learning, especially if you’re working in a teaching institution. Everyone needs to be on board with teaching. Everyone involved with students, even if they’re not instructors, should always be positive about student engagement.
Physical education and activity in children and adolescents with DCD
Published in Anna L. Barnett, Elisabeth L. Hill, Understanding Motor Behaviour in Developmental Coordination Disorder, 2019
Secondly, characteristics of the task to-be-learned should be analysed by the PE teacher. What dynamics, timing, speed and power demands are involved? What coordination complexities? What performance cues are required? What aspects should be simplified? Which are potential learning blockers? What elements should be simplified in the instruction and practice for graded success? Can choices in outcomes offer success to all? The third constraining factor is the learning environment. There are many aspects of the classroom environment that you can modify to create positive student engagement for all, such as, setting a positive class climate, instructional methods, types of practice, types of feedback, visual cues, teaching style and positive social support by peers. Task and Environment factors are specifically incorporated into the Task Ecological Framework of Gentile and colleagues (Gentile et al., 1975) via practical examples (see Tables 8.1 and 8.2).
The relationship between medical student engagement in the provision of the school’s education programme and learning outcomes
Published in Medical Teacher, 2022
Xiaoming Xu, N. A. Bos, Hongbin Wu
Our research demonstrates the effectiveness of educational student engagement on achieving learning outcomes convincingly with a large sample size based on a national-wide survey. We have included 107 out of 165 institutions (64.8%) that offer the clinical medicine education programme in China in our survey. Moreover, the geographic distribution was accordingly balanced with that of the whole country, which together gave our research a strong national representation. The content covered by the educational student engagement sphere provides a significant contribution to each learning outcome domain. The findings of this study suggest that medical schools could put more effort into enhancing the engagement at the senior learning phases for medical students in Basic Medical Education. Another practical application of this research could be to demonstrate to students that educational student engagement activities, such as evaluation, feedback, and being an active learner contribute to achieving learning outcomes, so that the students could have a stronger intrinsic motivation to participate in the educational student engagement activities consciously.
Twelve tips to enhance student engagement in synchronous online teaching and learning
Published in Medical Teacher, 2022
Rehan Ahmed Khan, Komal Atta, Madiha Sajjad, Masood Jawaid
Student engagement is one of the important goals of medical education. Sinatra terms it as ‘the holy grail’ owing to its importance for academic success and enhancement of cognition (Sinatra et al. 2015). There are many theoretical frameworks of student engagement reported in the literature (Trowler 2010). However, there is a dearth of practical tips relating this process to online synchronous learning (Lekwa et al. 2019). Technology Enhanced Learning (TEL) is slowly replacing the need for ‘human’ supervision with substantial automatic and artificial intelligence mechanisms. Synchronous learning is the humanizing part of TEL, as it focuses on real-time interactions between teachers, students, and peers. This is most imperative to medical education as medical teaching focuses on collaboration, student interaction, situational learning, and promotion of student’s presentation and decision-making skills (Finkelstein 2006).
Predicting failure before it happens: A 5-year, 1042 participant prospective study
Published in Medical Teacher, 2021
Avril Dewar, David Hope, Alan Jaap, Helen Cameron
We identified a series of measures which reflected student engagement. These were drawn from examples discussed in the literature (Wright and Tanner 2002; DeVoe et al. 2007) or informed by local experience. In the pilot year, we consulted with administrative and virtual learning environment (VLE) staff to obtain a list of potential indicators which were routinely collected and easy to access. We collected historical data for the previous three years and correlated all the available data with the students’ first summative exam score. We chose predictors with a correlation of above 0.3 (moderate). These were formative exam result, attendance at problem-based learning (PBL) and promptness of returning essential paperwork. In subsequent years, the list did not change and so represented a prospective analysis of at-risk status.