Whiz kids and learning curves
Allan Peterkin, Alan Bleakley in Staying Human During the Foundation Programme and Beyond, 2017
The focus in progressive education is on learning rather than teaching. Learning can be defined as turning an event into an experience. Events are transitory and quickly forgotten. Experiences stick with you, but more importantly they change you. Learning is discovery. Learning changes you temporarily and deep learning is transformative, changing you forever. It does not just give you a bag of skills, or pieces of knowledge, but offers joined-up understanding that provides integration of knowing, feeling, sensing and intuiting as a platform to innovation. Learning generates learning and the basis to learning is learning to learn. Such deep learning also shapes identities and offers legitimate entry into communities of practice. Indeed, if you think about it, learning is not just reception and storing of knowledge (important as that may be) — it is about becoming somebody or taking on an identity. In your case, becoming a specialist in a branch of medicine — again, legitimately entering a community of practice and adopting the values of that community.
Development of Diabetes Self Care Assessment Tool (D-SCAT): Conceptualization and Assessment of Self-Care in a Real Life Setting
Teuku Tahlil, Hajjul Kamil, Asniar, Marthoenis in Challenges in Nursing Education and Research, 2020
Due to these complexity of self-care, where patients need to adapt and make changes in their daily lifestyles, continuous learning is required. Learning to learn is therefore a crucial skill alongside accepting responsibility for self-care and quality of life. Reflection is therefore, is part of this progression process, and the development of reflective skills will help patients with the learning and acceptance of self-care responsibilities (Dye, 2011). Reflecting on self-care achievements can empower patients to make intelligent decisions about how to move forward with the needs of their self-care skills. However, the success requires continuous assessment, revision, and improvement in self-care performance. Bandura (1989) recommended for assessment of individual’s capability should be measured across various domains of activity with different degrees of task difficulty and under different situational circumstances. He described self-care behavior as a results of cognitive processes that a person employ when acquiring knowledge. The development of personal plan for people with diabetes will enable them to interact more significantly with health professionals and set goals to success in self-care.
Aesthetics
Alan Bleakley in Medical Education, Politics and Social Justice, 2020
Hegel’s Master : Slave formula says there is no master without the slave. In other words, the slave affords the master’s raison d’être. This gives the slave a paradoxical power. Without customers there are no shopkeepers. Without the populus or multitude there are no politicians. And without medical students there are no medical educators. Medical students have power because they provide the medium through which medical educators can continually transform and develop their pedagogies. Jacques Rancière’s (1991) The Ignorant Schoolmaster posits a pedagogical thought experiment: what if the teacher knew the same as, or even less than, the pupils? How would “teaching” and learning progress once “teaching” is made redundant? The point is to bring our focus back to the resources that are provided by learners and the potential for adapting content-heavy curricula into “learning to learn” processes. “Teaching” then becomes “facilitation of learning”, as explored in Chapter 14. More radical approaches to such a pedagogy develop collaborative inquiry as the primary mode of learning (what do we need to know and how can we best learn this?) and criteria-based self and peer assessment as the most democratic ways of judging whether or not learning has taken place, and if expertise is being acquired.
To accept or decline academic remediation: What difference does it make?
Published in Medical Teacher, 2019
Catherine Coelho, Daniel Zahra, Kamran Ali, Christopher Tredwin
Most, if not all, students enrolled on a university degree program would quite rightly feel that they have mastered the ability to study having achieved the necessary entry qualifications. Most students will have grasped what “learning to learn” means for them. However, a proportion of students may find the transition to university education challenging, or at a later point find themselves struggling or performing poorly (Paul et al. 2009). To prevent underperforming students from becoming underperforming clinicians it is essential that early intervention and academic remediation is provided (Cleland et al. 2013). Remedial interventions in medical education have primarily focused on helping a student pass a single re-sit assessment Cleland et al. 2013; Audétat et al. 2013). Previous research on medical students and postgraduate doctors (Guerrasio et al. 2013) has shown that remediation can be used successfully to achieve improvements in learners’ medical knowledge; clinical skills; clinical reasoning; time management and organization; interpersonal skills; communication skills; professionalism; and mental well-being. Further clarity is required to gauge the long-term impact of remediation by following up learners longitudinally during an educational program to explore the differences in performance of students who accept or decline an offer of remediation.
Positive intercultural management in the fourth industrial revolution: managing cultural otherness through a paradigm shift
Published in International Review of Psychiatry, 2020
Christoph Barmeyer, Claude-Hélène Mayer
Ethnorelative views and orientating oneself in different cultural contexts requires continuous analysis and rethinking of one’s own situations, that is, a constant active observation of one’s own behaviour. Likewise, meta-cognition (Earley & Ang, 2003) enables individuals to ponder which available strategies are helpful and which are not and thus to learn from experience. It is described as ‘knowledge and control of cognition’ (Ang & van Dyne, 2008, 4) or ‘learning to learn’ (Earley, Ang, & Tan, 2006, 6) and describes the ability to train and implement cognitive strategies for the acquisition and development of coping strategies (Ng & Earley, 2006, 7). Thereby, meta-cognition becomes am important competence in intercultural competence and supports the individuum to manage him-/herself in dynamic social systems whilst actively participating to mindfully create and balance social systems.
Theoretical considerations on programmatic assessment
Published in Medical Teacher, 2020
Dario M. Torre, L. W. T. Schuwirth, C. P. M. Van der Vleuten
One of the main pillars of SDT is the concept of or need for autonomy. In SDT, autonomy is intended as ‘being the perceived origin or source of one’s own behaviour’ (Deci and Ryan 2004, p. 8) and therefore, an autonomous behavior is an expression of the self. In SDT, autonomy-supportive teachers provide opportunities for independent work and support internal motivations, and they are flexible and responsive to the needs of the students. Therefore, ‘autonomy-supportive teaching’ is a major role teachers play in the context of PA, and the coaching fosters students’ self-determination and helps move the students across an autonomy continuum. This theoretical perspective fits with the perspectives in the previous paragraphs that illustrated how PA processes aim to create cognitive understanding of the meaning of learning-to-learn as an ongoing and lifelong learning process.
Related Knowledge Centers
- Metamemory
- Time Series
- Metacognition
- Controlling For A Variable
- Learning Styles
- Mentalization
- Self-Regulated Learning