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      Informing health professions education through modern educational theories: a necessary process with potential pitfalls

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This article presents an overview of educational theories focusing on undergraduate health professions education. It represents yet another attempt at untangling the complex issues of what learning theories are about, and how they can inform health professions education. The roles of “self-directed learning” and social interaction in undergraduate medical education are critically discussed; two relevant educational principles are proposed.

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          Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.

          David C M Taylor, Hossam Hamdy (2013)
          There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.
          Article 0 comments Cited 272 times – based on 0 reviews     Review now
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            The effectiveness of self-directed learning in health professions education: a systematic review.

            Mohammad Murad, Fernando Coto-Yglesias, Prathibha Varkey … (2010)
            Given the continuous advances in the biomedical sciences, health care professionals need to develop the skills necessary for life-long learning. Self-directed learning (SDL) is suggested as the methodology of choice in this context. The purpose of this systematic review is to determine the effectiveness of SDL in improving learning outcomes in health professionals. We searched MEDLINE, EMBASE, ERIC and PsycINFO through to August 2009. Eligible studies were comparative and evaluated the effect of SDL interventions on learning outcomes in the domains of knowledge, skills and attitudes. Two reviewers working independently selected studies and extracted data. Standardised mean difference (SMD) and 95% confidence intervals (95% CIs) were estimated from each study and pooled using random-effects meta-analysis. The final analysis included 59 studies that enrolled 8011 learners. Twenty-five studies (42%) were randomised. The overall methodological quality of the studies was moderate. Compared with traditional teaching methods, SDL was associated with a moderate increase in the knowledge domain (SMD 0.45, 95% CI 0.23-0.67), a trivial and non-statistically significant increase in the skills domain (SMD 0.05, 95% CI-0.05 to 0.22), and a non-significant increase in the attitudes domain (SMD 0.39, 95% CI-0.03 to 0.81). Heterogeneity was significant in all analyses. When learners were involved in choosing learning resources, SDL was more effective. Advanced learners seemed to benefit more from SDL. Moderate quality evidence suggests that SDL in health professions education is associated with moderate improvement in the knowledge domain compared with traditional teaching methods and may be as effective in the skills and attitudes domains. © Blackwell Publishing Ltd 2010.
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              Overview of current learning theories for medical educators.

              Michael D Elnicki, Tara B Daley, D Torre … (2006)
              Article 0 comments Cited 56 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Pan Afr Med J
                Journal ID (iso-abbrev): Pan Afr Med J
                Journal ID (publisher-id): PAMJ
                Title: The Pan African Medical Journal
                Publisher: The African Field Epidemiology Network
                ISSN (Electronic): 1937-8688
                Publication date (Electronic): 30 July 2020
                Publication date Collection: 2020
                Volume: 36
                Electronic Location Identifier: 236
                Affiliations
                [1 ]Pediatric Department, College of Medicine, Prince Sattam Bin Abdulaziz University, Alkharj, 11942, Saudi Arabia
                Author notes
                Corresponding author: Mohammed Alhassan, Pediatric Department, College of Medicine, Prince Sattam Bin Abdulaziz University, Alkharj, 11942, Saudi Arabia. mhmdarhafeez@ 123456yahoo.com
                Article
                Publisher ID: PAMJ-36-236
                DOI: 10.11604/pamj.2020.36.236.23196
                PMC ID: 7908335
                SO-VID: ec932e6f-66a0-4afb-9a04-f1e8cce5047f
                Copyright © Copyright: Mohammed Alhassan et al.
                License:

                The Pan African Medical Journal (ISSN: 1937-8688). This is an Open Access article distributed under the terms of the Creative Commons Attribution International 4.0 License ( https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Date received : 29 April 2020
                Date accepted : 09 July 2020
                Categories
                Subject: Essay

                ScienceOpen disciplines: Medicine
                Keywords: medical education,health professions education,undergraduate,learning theory
                Data availability:
                ScienceOpen disciplines: Medicine
                Keywords: medical education, health professions education, undergraduate, learning theory

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