scholarly journals Personalized Pain Study Platform using Evidence-Based Continuous Learning Tool

2019 ◽  
Author(s):  
Amit Kumar Saha ◽  
G M Tanimul Ahsan ◽  
Md Osman Gani ◽  
Sheikh Iqbal Ahamed
Keyword(s):  
Evidence Based ◽  
Continuous Learning ◽  
Learning Tool

Lifelong Learning: Fostering a Culture of Curiosity

2010 ◽  
Vol 16 (4) ◽  
pp. 155-159 ◽  
Author(s):  
Toni Eason
Keyword(s):  
Lifelong Learning ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Care Service ◽  
Health Care Service ◽  
Practice Research ◽  
Evidence Based ◽  
Continuous Learning ◽  
Research Education ◽  
Health Care Service Delivery

Lifelong learning contributes to the development of knowledge and skill in nursing. A focus on continuous learning is necessary to remain current on trends, practices, and the newest treatments in the field of nursing. Creation of a culture where educational growth is supported and promoted is vital to advancement of the nursing profession. Nurses’ satisfaction with their professional role can be further enhanced by demonstrated expertise through lifelong learning. Expertise in nursing is solidly founded on evidence-based practice. Research, education, and experience in nursing practice are linked to evidence-based practice and lifelong learning; both are essential to remaining well versed in health care service delivery.

scholarly journals The development and evaluation of an online educational tool for the evidence-based management of neck pain by chiropractic teaching faculty

2020 ◽  
Author(s):  
Leslie Verville ◽  
Pierre Côté DC ◽  
Diane Grondin ◽  
Silvano Mior DC ◽  
Robin Kay
Keyword(s):  
Clinical Practice ◽  
Neck Pain ◽  
Clinical Practice Guideline ◽  
Practice Guideline ◽  
Thinking Skills ◽  
Faculty Members ◽  
Evidence Based ◽  
Learning Design ◽  
Educational Tool ◽  
Learning Tool

Objective To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members. Methods Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. The context of the tool focused on a clinical practice guideline on the management of neck pain. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. Participants were also asked to provide suggestions for improvement of the tool. Results Sixteen participants completed the evaluation. Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. These themes informed recommendations to improve the tool. Conclusion Our online, interactive, module-based learning tool has sound pedagogical properties. Further research is needed to determine if its use is associated with a change in knowledge.

scholarly journals Enabling individualised health in learning healthcare systems

2019 ◽  
Vol 25 (4) ◽  
pp. 125-129
Author(s):  
Shannon Wongvibulsin ◽  
Scott L. Zeger
Keyword(s):  
Healthcare Systems ◽  
Data Driven ◽  
Successful Implementation ◽  
Learning Approach ◽  
Evidence Based ◽  
Continuous Learning ◽  
Improved Outcomes ◽  
Effective Delivery ◽  
Individualised Care ◽  
Based Medicine

The rising burden of healthcare costs suggests that the healthcare system could benefit from novel methods that allow for continuous learning to provide more data-driven, individualised care at lower costs and with improved outcomes. Here, we present our synergistic Learning approach for Prediction, Interpretation/Inference and Communication (Learning PIC) framework to address the challenges hindering the successful implementation of learning healthcare systems and to enable the effective delivery of evidence-based medicine.

scholarly journals WHATSAPP AS A LEARNING TOOL DURING COVID -19 PANDEMIC: ADVANTAGES AND DISADVANTAGES

2021 ◽  
Vol 5 (2) ◽  
pp. 168
Author(s):  
Sirajul Munir ◽  
Rita Erlinda ◽  
Hendra Eka Putra ◽  
Hanif Afrinursalim
Keyword(s):  
Data Analysis ◽  
Continuous Learning ◽  
Data Display ◽  
Learning Tool ◽  
Advantages And Disadvantages

This present study explores the advantages and disadvantages of WhatsApp (WA) as a learning tool during Covid-19 pandemic. WA is a messaging application that can be installed on smartphones and has many useful features. Researchers are interested in researching since many students and lecturers choose WA as an application for continuous learning while one knows that many applications are actually intended for learning. The design of this research was a mix method (quantitative and qualitative). This research involved 168 respondents as a sample. The instrument of this research was an open-ended questionnaire. To analyze the questionnaire, the researchers used the data analysis based on Miles, Huberman, & Saldana (2014). Three steps were applied: data condensation, data display, and drawing & verifying conclusion. The study concludes that most of the respondents believed that WA has more advantages than disadvantages. The advantages include it is effective and easy to use; the features are helpful, save internet quota, very light, easy to do communication, easy to observe the students. The disadvantages, however, is easy for the students to cheat, old chats are easily piled up by the new chats, the upload size is limited, and member capacity in the group is limited.

Cocurricular Learning in Management Education: Lessons From Legal Education’s Use of Student-Edited Journals

2021 ◽  
pp. 105256292110142
Author(s):  
Matt Theeke ◽  
Matthew I. Hall
Keyword(s):  
Professional Education ◽  
Management Education ◽  
Learning Activity ◽  
Evidence Based ◽  
Business Professionals ◽  
Learning Tool ◽  
Education Literature ◽  
Oriented Research

In this essay, we draw on insights from U.S. legal education’s century-long experiment using student-edited journals as a cocurricular learning tool, to develop the argument that management education should consider introducing a new category of student-edited, practitioner-oriented journals. Student-edited journals are potentially well-suited for management education because they encourage students to learn professionally relevant skills and to develop a greater understanding of research and its role in professional education. Enlisting students to help edit practitioner journals could also benefit business professionals by increasing the availability of practitioner-oriented research. In doing so, management education can use this cocurricular learning activity to help break down barriers between research, teaching and practice. This essay contributes to the management education literature by furthering the conversation about the role that cocurricular learning plays in fostering evidence-based management.

eLearning Tools for ePortfolios

2011 ◽  
pp. 206-216 ◽  
Author(s):  
Uri Shafrir ◽  
Masha Etkind ◽  
Jutta Treviranus
Keyword(s):  
Problem Solving ◽  
Learning Processes ◽  
Discovery Learning ◽  
Formative Assessments ◽  
Learning Object ◽  
Evidence Based ◽  
Learning Tool ◽  
Conceptual Content ◽  
Instructional Methodologies ◽  
Meaning Equivalence

This chapter describes eLearning tools that focus the learner’s attention on meaning, rather than rote learning of text and rehearsing problem-solving procedures. These tools are the Interactive Concept Discovery Learning Tool and the Meaning Equivalence Reusable Learning Object (MERLO). Results of several evaluative implementations of these novel instructional methodologies, which encourage learners to interact directly with the conceptual content of to-be-learned material, demonstrate their potential to enhance learning outcomes and to provide authentic, credible, evidence-based demonstration of mastery of learning and formative assessments of learning processes and outcomes for inclusion in ‘learning ePortfolios’.

scholarly journals Data Literacy for Libraries – A Local Perspective on Library Carpentry

2020 ◽  
Vol 44 (3) ◽  
pp. 485-489
Author(s):  
Eva Seidlmayer ◽  
Rabea Müller ◽  
Konrad U. Förstner
Keyword(s):  
Digital Literacy ◽  
Life Sciences ◽  
Evidence Based ◽  
Continuous Learning ◽  
Data Literacy ◽  
Information Centre ◽  
General Attitude ◽  
The Past ◽  
Local Perspective

AbstractIn the past decades, libraries have developed into sophisticated information centres. This evolution requires a new set of computational expertises and competencies but also a change in the general attitude toward continuous learning. “Library Carpentry”, as a lesson programme of the “The Carpentries” community offers an elaborate and evidence-based collection of approaches for efficient teaching of the required computational skills and concepts. This article introduces Library Carpentry and presents how it is applied at ZB MED-Information Centre for Life Sciences as a foundation for teaching digital literacy.

Simulation

2016 ◽  
Author(s):  
Mark Wigginton ◽  
Miguel Garcia ◽  
Timothy J. Draycott ◽  
Neil A. Muchatuta
Keyword(s):  
Human Factors ◽  
Clinical Skills ◽  
Summative Assessment ◽  
Educational Theory ◽  
Modern Technology ◽  
Evidence Based ◽  
Learning Tool ◽  
Obstetric Anaesthesia ◽  
Simulation Programme

Simulation can be a powerful tool in obstetric anaesthesia, driving forwards the education of clinicians for the benefit of patients. Simulation has been closely linked with obstetrics since its inception. Today’s modern technology and educational theory have combined to make it a more powerful and accessible learning tool than ever, allowing both clinical skills and human factors to be effectively taught and assessed in combination. Since becoming more widely validated, simulation is also being used in research, to identify latent threats and for summative assessment. Setting up a simulation programme, whether in situ or at a dedicated centre, requires preparation, planning, and an appreciation of its limitations. The simulation should be evidence based, target the learner’s needs, and be of benefit to patients. The challenge for trainers and trainees is to ensure both that the training provided achieves these goals, and that they can deliver evidence to demonstrate that it has.

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