Valuing learners' experience and supporting further growth: educational models to help experienced adult learners in medicine

Newman, P.

doi:10.1136/bmj.325.7357.200

Cited by 104 publications

(60 citation statements)

References 11 publications

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“…Collaborative alliance, mutual decision making, sustained partnerships and shared responsibilities are the tools that describe this patient-centred approach, implying continuous resetting of individualized goals and expectations [23]. These observations confirm that formative evaluation can be used to design education programmes to meet patients' perceived needs [25].…”

Section: Discussionmentioning

confidence: 60%

“…Group visits were held every 2e3 months by a doctor (PP) and a psychopaedagogist (MTr), who acted as facilitators according to the methodological principles of adult learning [24,25]. Sessions were centred on hands-on activities, group work, Sessions were planned to last 40e50 min and were followed by brief individual consultations with the same doctor, to comment on laboratory results, the previous group session, and yearly check-up or emerging problems, if any.…”

Section: Procedures For Group Carementioning

confidence: 99%

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A 3-year prospective randomized controlled clinical trial of group care in type 1 diabetes

Trento

Passera

Borgo

et al. 2005

Nutrition, Metabolism and Cardiovascular Diseases

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Summary Background and aims: We showed that continuing education can be embedded into routine diabetes care by seeing patients in small groups rather than individually. Group care was cost-effective in improving quality of life, knowledge of diabetes, health behaviours and clinical outcomes in people with type 2 diabetes. The aim of this study was to verify if group care can also be applied to type 1 diabetes. Methods and results: Randomized, controlled clinical trial comparing 31 patients managed by group care with 31 managed by traditional one-to-one care. A syllabus was built and later remodulated with the patients in a series of focus-group meetings. The primary end-point was changes in quality of life. Secondary endpoints were: knowledge of diabetes, health behaviours, HbA1c and circulating lipids. Differential costs to the Italian National Health System and to the patients were also calculated.After 3 years, quality of life improved among patients on group care, along with knowledge and health behaviours (p ! 0.001, all). Knowledge added its effects to those of group care by independently influencing behaviours (p Z 0.004) while quality of life changed independently of either (p ! 0.001). Among controls, quality of life worsened (p ! 0.001) whereas knowledge and behaviours remained unchanged. HDL cholesterol increased among patients on group care (p Z 0.027) and total cholesterol decreased in the controls (p ! 0.05). HbA1c

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Section: Discussionmentioning

confidence: 60%

Section: Procedures For Group Carementioning

confidence: 99%

A 3-year prospective randomized controlled clinical trial of group care in type 1 diabetes

Trento

Passera

Borgo

et al. 2005

Nutrition, Metabolism and Cardiovascular Diseases

View full text Add to dashboard Cite

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“…"Paternalism in an adult educational relationship is rarely appropriate". 64 In the medical literature, the patient's perception of students' position within the medical education hierarchy was described as being low due to their learning . 65 Given such an environment, when a student graduates into an autonomous practitioner, she is thus more likely to lean towards paternalism, "creating and maintaining an unhealthy dependency which is out of step with other currents in society."…”

Section: Dental Education: a Steady Disillusion?mentioning

confidence: 99%

Humanizing clinical dentistry through a person-centred model

Apelian

Vergnes

Bedos

2014

IJWPC

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“…We wanted students to feel that what they were learning was relevant to them. Working with adult learners, relevance is an important issue (Newman & Peile, 2002). Also, we wanted students to contribute with their experiences and making the course more enriching to all.…”

Section: Completed Examplementioning

confidence: 99%

Teaching Project Management on-line: lessons learned from MOOCs

Falcão¹,

Fernandes

2016

Open Praxis

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Creating a course for teaching project management online in a full online distance-learning environment was a challenge. Working with adult learners from different continents that want to complete a Master degree was an additional challenge. This paper describes how different MOOCs were used to learn about teaching -(meta) e-learning. MOOCs provide diverse opportunities for teachers to learn and innovate in e-learning. From the analysis of 5 MOOCs in the broad field of project management we took important lessons on how to structure contents, how to prepare complex assignments and, the most important lesson of all, how to help students to learn. This paper describes our journey of learning from MOOCs how to be better online teachers.

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Valuing learners' experience and supporting further growth: educational models to help experienced adult learners in medicine

Cited by 104 publications

References 11 publications

A 3-year prospective randomized controlled clinical trial of group care in type 1 diabetes

A 3-year prospective randomized controlled clinical trial of group care in type 1 diabetes

Humanizing clinical dentistry through a person-centred model

Teaching Project Management on-line: lessons learned from MOOCs

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