Relationship between the Whole Brain Creativity Model and Kolb’s Experiential Learning Model

E, Potgieter

doi:10.4102/curationis.v22i4.742

Cited by 3 publications

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Highlights the need for different types of experiences (Potgieter, 1999) including concrete experience, observation and reflection, abstract conceptualization, and active experimentation (Lien & Hakim, 2013;Mann, 2011;Poore, Cullen, Schaar, 2014;Zigmont et al, 2011aZigmont et al, , 2011b.…”

Section: Experiential Learningmentioning

confidence: 99%

Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

Gewurtz

Coman

Dhillon

et al. 2016

JPAAP

View full text Add to dashboard Cite

Although problem-based learning (PBL) has been linked to several theories of teaching and learning, how these theories are applied remains unclear. The objective of this paper is to explore how theories of teaching and learning relate to and can inform problem-based learning within health professional education programs. We conducted a scoping review on current theories of teaching and learning and considered their relevancy to the problem-based learning approach. The findings suggest that no single theory of teaching and learning can fully represent the complexity of learning in PBL. Recognizing the complexity of the PBL environment and the fluidity between theories of teaching and learning, we proposed eight principles from across 11 theories of teaching and learning that can inform how PBL is operationalised in university-based health professional education: 1) Adult learners are independent and self-directed; 2) Adult learners are goal oriented and internally motivated; 3) Learning is most effective when it is applicable to practice; 4) Cognitive processes support learning; 5) Learning is active and requires active engagement; 6) Interaction between learners supports learning; 7) Activation of prior knowledge and experience supports learning; and 8) Elaboration and reflection supports learning. These eight principles provide the foundation for curriculum design recommendations relevant to PBL within university-based education programs. Specifically, our findings suggest that active engagement and interactions should be encouraged, that students should be prompted to activate their prior knowledge and experiences, and that elaboration and reflection on learning is critical. The small group format of PBL can facilitate this engagement if students question each other, consider alternative perspectives, and are actively involved in setting learning objectives. Further research is needed to develop the empirical basis for these principles and examine if PBL is an effective approach for implementing these principles.

show abstract

Section: Experiential Learningmentioning

confidence: 99%

Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

Gewurtz

Coman

Dhillon

et al. 2016

JPAAP

View full text Add to dashboard Cite

show abstract

Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes

Levine¹

View full text Add to dashboard Cite

The focus of this study is the impact of an international education programme on baccalaureate nursing students taken by me, their teacher/professor, to become immersed in another culture. This is an unusual undertaking for a nursing education programme but it is one to which I have been passionately committed for more than 20 years. This study examines my life-work in a deeply reflective and narrative way. I have used many sources of data to assist in the creation of my story including the framework of Moustakas (1990) and Reflective Topical Autobiography as described by Johnstone (1999). My story is woven throughout this thesis as I gradually reveal more of myself as I feel that who I am should be a continuous thread that lends credence to multiple sections of this work. Several of my reflective stories about the immersion programme experiences, called here, vignettes are included, so that my reflections, thoughts, and feelings can be expressed. “I didn’t have to create the world I wrote about it. I realized that words could tell. [sic] That there was such a thing as an emotional sentence” (Lorde, 1984, p. 85). The genesis of the emotional sentence emerged through the use of interviews with student participants and my own introspective process. In this way I came to a new understanding of myself and my passion for this way of working. I found that these educational experiences had the ability to change the personal and professional lives of participants. Students’ world views expanded exponentially as the true-life experiences in which they actively participated nurtured a profound metamorphosis. It is important to recognise the critical social nature of this work. I have carefully considered the issues of class and gender, poverty and powerlessness, and the inherent dialectic as key elements in the reflective process. The awareness of these social issues coupled with profound personal changes that occurred when immersed in another culture frame the contribution of this work to the profession of nursing in general and to midwifery specifically. In addition, I have been changed. My “way of being” has become radically different. I realise that I facilitate life transformation for participants by providing the platform; I realise the connection, potency, and power of student-teacher relationships; and most of all I learned that I teach from the heart.

show abstract

Changing trends in the performance of medical students: a case study

Hay

Jama

2004

South African Journal of Higher Education

View full text Add to dashboard Cite

Relationship between the Whole Brain Creativity Model and Kolb’s Experiential Learning Model

Cited by 3 publications

References 4 publications

Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes

Changing trends in the performance of medical students: a case study

Contact Info

Product

Resources

About