Overview of Current Learning Theories for Medical Educators

Torre, Dario; Daley, Barbara J.; Sebastian, James; Elnicki, D. Michael

doi:10.1016/j.amjmed.2006.06.037

Cited by 192 publications

(198 citation statements)

References 2 publications

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“…Observing the teacher performing the demonstration may be seen as learning by observation, and performing the demonstration may be seen as learning by doing. These forms of learning are supported by the behaviourist learning orientation (Torre et al 2006) and the social cognitive learning theory (Bandura, in Schunk 2004). By observing others, people acquire knowledge, rules, skills, strategies, beliefs and attitudes.…”

Section: Discussionmentioning

confidence: 97%

“…In the humanist orientation to learning, learning is a personal act needed to achieve the learner's full potential. The learner thus becomes autonomous and selfdirected (Torre et al 2006) Examining the ways students learn in and interpret clinical learning environments may provide a better understanding of learning, which can be used to adapt the learning environment, since students ultimately respond to what they perceive as important (Chan 2001). The learning environment is influenced by the roles and attributes of the clinical teacher, the student and the patient; the teaching and learning opportunities offered; the models of clinical education used; student assessment; and the atmosphere and facilities at the health care setting (Ernstzen & Bitzer 2006).…”

Section: Introductionmentioning

confidence: 99%

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Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study

2009

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Background: The attainment of clinical competence is a key outcome of physiotherapy programmes worldwide. Clinical education forms a core component of the training of physiotherapy students. Aims: The study on which this article is based aimed to investigate what physiotherapy students and clinical teachers at one physiotherapy training institution perceive as effective opportunities to facilitate learning in a clinical context. Methods: A survey of staff and students at the physiotherapy division at Stellenbosch University was undertaken as one element of a situational case study. All enrolled physiotherapy students with clinical education experience and all clinical teachers involved in the clinical education of these students were invited to participate. A purpose-built questionnaire was developed and validated before being administered. Results: The response rate was 80%. The clinical teaching and learning opportunities deemed most valuable for learning by students and teachers were demonstrations of patient management, feedback, discussions and assessment. Teachers and students varied in their perceptions of the learning value of peer assessment, self-assessment and reflection. Conclusions: The study provided indications for teachers on the valuable learning opportunities as perceived by students and teachers in a physiotherapy clinical setting. The activities perceived as most effective in facilitating learning in the clinical milieu were demonstrations of patient management, discussion, feedback and assessment. Participants indicated that they valued individual contact with teachers and that they learnt productively from discussions with the teachers. It was reported that immediate and verbal feedback improved the learning experience. Both formative assessment in the form of a mock assessment and summative assessment in the form of an end-of-block test were identified as important in facilitating learning. Further research is required on peer assessment, self-assessment and reflection to establish the role of these aspects of learning.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study

2009

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“…Tıp kültürünün ve öğretmen-öğrenci ilişkisinin öğrencilerinin ahlaki gelişimi üzerinde, dolayısıyla hekimlerin davranışları üzerinde derin etkisi olmaktadır (Hafferty, 1998;Neitzke ve Fehr, 2003). Tüm bu etkiler, tıp eğitimi sürecinde sosyal öğrenme kuramının etkisinin ne denli güçlü olduğunu düşündürmektedir (Torre, Daley, Sebastian ve Elnicki, 2006).…”

Section: Introductionunclassified

The Final Step to Becoming a Physician: Interns’ Educational and Working Environment

Özan

Timbil

Bilgin

et al. 2015

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“…Stellenbosch University http://scholar.sun.ac.za 4 According to the cognitivist-orientation theory (9), learners develop critical thinking by sharing their views and experiences. The role of facilitators is important because they provide learners with the opportunity to question and work within teams, which promotes cognitive processing.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Small-Group Sessions in Enhancing Students’ Generic Skills at the Shifa College of Nursing, Islamabad, Pakistan

Daredia¹

2015

Inter. Jour. of Nurs. Educ.

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Overview of Current Learning Theories for Medical Educators

Cited by 192 publications

References 2 publications

Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study

Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study

The Final Step to Becoming a Physician: Interns’ Educational and Working Environment

Effectiveness of Small-Group Sessions in Enhancing Students’ Generic Skills at the Shifa College of Nursing, Islamabad, Pakistan

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