scholarly journals P028: Self-directed learning in advanced care paramedics: perceived deficits and completed activities

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S66-S67
Author(s):  
M. Davis ◽  
L. Leggatt ◽  
S. Romano ◽  
K. Van Aarsen
Keyword(s):  
Current System ◽  
Median Number ◽  
Free Text ◽  
Global Knowledge ◽  
Self Directed Learning ◽  
Base Hospital ◽  
Organ Systems ◽  
Directed Learning ◽  
The Individual ◽  
Knowledge Deficits

Introduction: In Ontario, Advanced Care Paramedics (ACPs) are required to perform a minimum of 24 educational credits per year of Continuing Medical Education (CME). Of these 24 credits, 12 are chosen by the paramedic, while 12 credits are mandated by the Base Hospital. The combined mandatory and optional CME frame is used so paramedics can target their personal needs appropriately, while ensuring new medical directives and global knowledge deficits identified by Quality Assurance (QA) means can be addressed by the Base Hospital. Objective: To determine if there is a difference between what ACPs identify as their knowledge deficits and what CME they complete. Methods: Methods: Request for participation in a written survey was delivered to all ACPs in an Ontario Base Hospital, prior to the CME cycle for the year. Respondents were asked to identify deficits from a 37-point, organ systems-based list, with free-text option for any deficits not itemized. Following the annual cycle, CME credits were evaluated by the Regional Base Hospital education coordinator, and Base Hospital medical directors for content. The deficits identified prior to the CME cycle were then compared to the CME attended for each respondent. In order to best represent the individual ACP response to their perceived deficits, a percentage of deficits identified and addressed was chosen. Respondents were not aware that their responses would be compared to the credits obtained for the year, to minimize bias in CME selection. Results: Of the 140 ACPs in the region, 42 (30%) completed the survey. From the 37-point list, the median number of perceived deficits identified was 7.00 (IQR 3.00-10.00). The median number of CME events that addressed perceived deficits was 2.00 (IQR 1.00-3.00). The median number of perceived deficits addressed by either paramedic-chosen or mandatory CME were identical at 1.00 (IQR 0.00-2.00). The percentage of perceived deficits identified and addressed via CME was 35.07% (range 0-100%). Paramedic-chosen CME covered 22.48% (range 0-100%) of perceived deficits, while mandatory CME covered 20.14% (range 0-100%) of perceived deficits. Conclusion: In the current system, only 35.07% of perceived deficits were addressed through mandatory and paramedic-chosen CME. Further information regarding barriers to paramedics obtaining CME that meets their perceived deficits needs to be elucidated.

scholarly journals MP04: Analysis of a needs-based assessment of paramedic continuing education

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S41-S41
Author(s):  
M. Davis ◽  
L. Leggatt ◽  
K. Van Aarsen ◽  
S. Romano
Keyword(s):  
Continuing Education ◽  
Neonatal Resuscitation ◽  
Median Number ◽  
Respiratory Disorder ◽  
Self Directed Learning ◽  
Urban Rural ◽  
Primary Location ◽  
Primary Practice ◽  
Knowledge Deficits ◽  
Training Modalities

Introduction: To determine trends in identified self-perceived knowledge deficits of paramedics, training barriers and desired methods of self-directed education. Methods: A written survey was delivered to all paramedics in an Ontario base-hospital. Respondents were asked to identify deficits from a 37-point, anatomic systems-based list. Preferred educational modalities to address knowledge deficits and factors taken into consideration when choosing self-directed education were captured. Top 5 perceived deficit topics, number of perceived deficits, top 5 factors associated with training modality chosen and factors taken into consideration for choosing training modalities, were compared against paramedic age, training (Advanced Care Paramedic; ACP, or Primary Care Paramedic; PCP) and primary location of practice (urban, rural, mixed setting). Results: Of 1262 paramedics, 746 (59.11%) completed the survey. PCPs had a higher report of deficit in both neonatal resuscitation and arrhythmia than ACPs (48.3% vs 58.8%, p=0.015; 40.3% vs 58.5%, p<0.001). Paramedics who listed rural as their primary practice location were more likely to report a deficit in pediatric respiratory disorder than those with a mixed urban/rural and primary urban practice (65.9% vs 46.3%, p=0.000; 65.9% vs 45.9%, p=0.001;) as well as a higher median number of listed deficits (9.00 vs 6.00 vs 6.00, p<0.001). ACPs were more likely to consider scheduling, location/ease of attending and cost as barriers than PCPs (85.4% vs 63.8%, p=0.000; 69.5% vs 51.4%, p=0.002; 69.5% vs 39.5%, p=0.000) while reporting an increased desire for webinar material than PCPs (56.1% vs 40.4%, p=0.007). There were no significant differences found by age. Conclusion: Targeted educational needs-based assessments can help ensure appropriate topics are delivered in a fashion that overcomes identified barriers to self-directed learning. From our analysis, increased awareness of ease of attending sessions and preferred modalities, such as webinars may be beneficial; especially for ACPs who require more annual continuing educational hours. Paramedics in rural locations may require increased continuing education, especially for rarely encountered, high risk situations, such as pediatric critical care. These findings can help direct future education in our system and others.

From Pedagogy to Andragogy

2010 ◽  
pp. 63-81
Author(s):  
Steven W. Schmidt ◽  
Jeremy Dickerson ◽  
Eric Kisling
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Secondary Education ◽  
Self Directed Learning ◽  
Student Centered ◽  
Primary And Secondary Education ◽  
Technology Classroom ◽  
Directed Learning ◽  
Pedagogical Philosophies ◽  
The Individual

It is generally accepted that there are differences in the way children and adults learn. Pedagogical philosophies and practices about classroom instruction, activities, and the roles of both the educator and learner are typically associated with primary and secondary education. The concept of andragogy, however, deals with the art and science of the adult learner. The andragogical classroom looks quite different than the pedagogical, and features more student-centered instruction, self-directed learning, and emphasis on the needs of the individual learner. Many adult learners are familiar with the pedagogical approaches used in primary and secondary education. Those learners may find principles of pedagogy employed in higher education as well, which may not be effective. Is a pedagogical approach appropriate in higher education? What role does content play in pedagogical versus andragogical decisions? Most importantly, what approach results in student learning? Using the information technology classroom as an example, pedagogical and andragogical approaches to instruction are compared, and strategies for transitioning from pedagogical to andragogical approaches are illustrated. An empirical research study on preferred ways of learning is also included in this chapter. While the examples discussed in this chapter relate to the information technology classroom, the material presented is applicable in a variety of learning situations.

Becoming Aware

2021 ◽  
pp. 50-69
Keyword(s):  
Economic Development ◽  
Life Skills ◽  
Integrated Curriculum ◽  
Self Directed Learning ◽  
Level Of Education ◽  
Directed Learning ◽  
Curriculum Making ◽  
Class Room ◽  
The Individual ◽  
The Relationship

This chapter begins with a discussion on the paradigm of the centrality of the learner-student to every educational endeavor by highlighting the relationship between learners and teachers and the connections that exist between classroom learning, lifelong learning, and economic development of the individual learner. The two-fold purpose of teaching, at any level of education, is to ensure that all learners learn how to acquire knowledge and then attain the understanding of how to apply what is learned to their own lives outside of the classroom. In Section 1, the literature review highlights the concepts and connections between ‘becoming aware' and self-directed learning. Section 2 gives an in-depth look at integrated curriculum, noting the principles, methods, benefits, and types of integrated curriculum; making connections between learning and life skills; and negotiating class-room content with life outside of school.

scholarly journals Belajar Mandiri melalui System of Intensification (SRI)di Duabelas Subak di Provinsi Bali

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
I Gede Setiawan Adi Putra ◽  
Amri Jahi ◽  
Djoko Susanto ◽  
Pang S Asngari ◽  
Sugiyanta Sugiyanta
Keyword(s):  
Structural Equation ◽  
Equation Model ◽  
Primary Data ◽  
Adoption Process ◽  
Self Directed Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Directed Learning ◽  
Traditional Irrigation ◽  
The Individual

<p>The traditional irrigation water management system in Bali known as Subak has a great potential for adopting the SRI innovation.In the adoption process, there is also a learning process on the individual members of the subak. The objectives of this researchare (1) to analyze the characteristics of the Subak members, competence of facilitators, competence of Subak caretakers, theperceptions, and attitudes that influence Subak members in Self Directed Learning, and (2) to formulate the strategy of approachand effective extention in improving Self Directed Learning of the Subak members. This research was carried out in sevenregencies in the province of Bali. The total amount of samples in this research is 104 farmers selected through the StratifiedRandom Sampling methods which also included famers that applied SRI innovations. Primary data were collected throughinterviews and direct obserations from September to October 2011. The design of this research is an ex Post Facto and dataanalyzed using Structural Equation Model (SEM). The result of this research shows that: (1) The better the perceptions, attitudestowards SRI, characteristics of members of Subak, competence of facilitators and caretakers of the Subak, the better the level ofSelf Directed Learning of Subak members; and (2) The role of facilitator is very important to helping subak members decidedto accept an agricultural innovation. The discovery of dominant factors which affect the adoption of SRI among Subak memberswill facilitate the caretakers in making a change in Bali.</p><p>Keywords: adoption, innovation, SRI, farmers, caretakers</p>

Looking Back and Looking Forward

2018 ◽  
Vol 9 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Maurice Taylor ◽  
Norman Vaughan ◽  
Shehzad K. Ghani ◽  
Sait Atas ◽  
Michael Fairbrother
Keyword(s):  
Blended Learning ◽  
Research Approach ◽  
Self Directed Learning ◽  
Student Interactions ◽  
Instrumental Case Study ◽  
Teacher Student ◽  
Directed Learning ◽  
Community Of Inquiry Framework ◽  
Definition Of ◽  
The Individual

Using an engagement in research approach this article explores the landscape of blended learning in higher education over the last decade by comparing the results of a critical literature review by Vaughan to an instrumental case study that identified key factors that led to the implementation of a blended learning initiative in one medium sized Canadian university. Findings indicate that although students still prefers the time flexibility of blended learning, there are major differences between undergraduate and graduate students and their motivation for choosing this pedagogy. Professors also find increased teacher-student interactions using a blended learning format but acknowledge more support for course redesign and better professional development and training. From an administrator's viewpoint, one of the main challenges occurred at the individual faculty level in trying to communicate the definition of blended learning to professors. As a way of looking forward, interviews with experts from various Ontario universities and a survey of university personnel from across the country provided some initial insights. A discussion situates the findings using the theoretical lens of andragogy, self-directed learning, the community of inquiry framework, and points to a possible range of additional research questions for blended learning.

scholarly journals Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom

2021 ◽  
Vol 18 ◽  
pp. 5
Author(s):  
Jack Barton ◽  
Kathrine Sofia Rallis ◽  
Amber Elyse Corrigan ◽  
Ella Hubbard ◽  
Antonia Round ◽  
...  
Keyword(s):  
United Kingdom ◽  
Medical Students ◽  
Open Access ◽  
Medical Schools ◽  
Study Time ◽  
Independent Study ◽  
Free Text ◽  
Self Directed Learning ◽  
The United Kingdom ◽  
Directed Learning

Purpose: Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.Methods: An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.Results: The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).Conclusion: The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.

Masters of Adaptation: Learning in Late Life Adjustments

2005 ◽  
Vol 61 (4) ◽  
pp. 265-291 ◽  
Author(s):  
Donald N. Roberson
Keyword(s):  
Older Adults ◽  
Comparative Method ◽  
Late Life ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Directed Learning ◽  
Education And Employment ◽  
Time Changes ◽  
The Individual

The purpose of this research is to understand the relationship between human development in older adults and personal learning. Personal or self-directed learning (SDL) refers to a style of learning where the individual directs, controls, and evaluates what is learned. It may occur with formal classes, but most often takes place in non-formal situations. This study employed a descriptive qualitative design incorporating in-depth, semi-structured interviews for data collection. The sample of 10 purposefully selected older adults from a rural area reflected diversity in gender, race, education, and employment. Data analysis was guided by the constant comparative method. The primary late life adjustments of these older adults were in response to having extra time, changes in family, and social and physical loss. This research also indicated that late life adjustments are a primary incentive for self-directed learning. The results of this study indicated that older adults become masters of adaptation through the use of self-directed learning activities.

scholarly journals Transforming self-driven learning using action research

2018 ◽  
Vol 10 (1) ◽  
pp. 4-18 ◽  
Author(s):  
Eamonn Newman ◽  
Margaret Farren
Keyword(s):  
Action Research ◽  
Knowledge Economy ◽  
Data Science ◽  
Continuous Learning ◽  
Self Directed Learning ◽  
Science Data ◽  
Content Type ◽  
Motivation For Learning ◽  
Directed Learning ◽  
The Individual

Purpose This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and data science. Design/methodology/approach Action reflection cycles with autoethnographic methods are used in this enquiry to examine and transform the self-driven learning in the role of a professional in the context of computing and data science. Data are collected using personal thoughts and emotions in order to determine to what degree the changes that are brought about are improving their learning practice. Findings An incongruity between espoused theory and theory-in-use is identified. In this paper the authors explore how engaging in reflection within the structure of an action research framework can change the learning behaviour of an individual, motivating them to engage more positively and consistently with self-directed learning in their workplace environment. Research limitations/implications Through analysis of reflective journals key aspects of personal and professional life that influences the individual’s approach to the learning tasks is identified. In addition, activity logs are maintained which collect information on the tasks that are undertaken. These activity logs are automatically generated using specific task-tracking software. Double-loop learning (Argyris and Schön, 1974) helps to identify the values that underpin the learning practice. Practical implications By resolving the tension created due to the incongruity of values, the individual has been able to find more motivation for learning and thus become more engaged in the learning process. Social implications Participation in the knowledge economy requires individuals to engage in continuous learning. Organisations that support individuals in continuous learning are best adapted to take advantage of emergent and evolving knowledge and skill requirements. Originality/value This paper examined the behaviour of an individual engaging in self-directed learning and showed how through engagement with reflection and critical self-analysis, he increased his motivation and efficiency for self-directed learning. The authors show how this skill becomes increasingly important in modern knowledge economy workplaces.

Sign in / Sign up

Export Citation Format

Share Document