Era of Efficiency: New teaching models in a self-directed learning environment (Preprint)

2020 ◽  
Author(s):  
Kirsten Raphael ◽  
Shonnelly Novintan ◽  
Daniel Foran ◽  
Daniel Campioni-Norman
Keyword(s):  
Medical Schools ◽  
Time Zone ◽  
Self Directed Learning ◽  
Clinical Placements ◽  
The United Kingdom ◽  
School Teaching ◽  
Directed Learning ◽  
Logistical Difficulty ◽  
Set Up ◽  
Senior Students

UNSTRUCTURED During the COVID-19 lockdown, medical schools in the United Kingdom withdrew their students from clinical placements and delivered education and examinations via online platforms. The logistical difficulty of timetabling a multitude of clinicians, with many working busier rotas on the front lines, to give one-hour lectures delayed the delivery of medical education. During this delay, the United Hospitals (UH) Medgroup set up an online platform called TeachtoLondon that recruited doctors and senior students to deliver 10-minute tutorials. Even with medical school teaching having resumed, TeachtoLondon remains popular due to its efficient and bespoke model. The short tutorials made the content more accessible and, more importantly, more useful as a revision tool. Compared to a one-hour online lecture that lacks ‘virtual bookmarks’, a playlist of tutorials allows easy navigation for students to revisit difficult topics, a pivotal part of learning. Teachtolondon is also popular with tutors, as it facilitates participation in teaching despite reduced availability due to COVID redeployment. It also allowed recruitment of doctors internationally, who would have been prevented by time zone differences from giving live lectures. Lastly, the UH network allowed students from any of the London medical schools to request a tutorial topic. Topics were allocated to the large database of tutors, providing an efficient turnaround, which is flexibility that a medical school’s rigid curriculum does not allow. The TeachtoLondon project could be adapted as an effective teaching model that promotes digestible, bite-sized learning and provides uniform teaching to students, whilst simultaneously acting as a revision tool.

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.

My Initial Exposure to Andragogy

2021 ◽  
pp. 1-22
Keyword(s):  
Human Resource Development ◽  
Measurement Instrument ◽  
Self Directed Learning ◽  
Initial Exposure ◽  
Corporate Managers ◽  
Boston University ◽  
The United Kingdom ◽  
The Usa ◽  
Directed Learning ◽  
Ancient Times

This chapter shares the author's first exposure to andragogy at Boston University, including the background and research foundation giving impetus to writing this book. Kapp from Germany coined the andragogy term based on Comenius' earlier conceptions stemming from educators in ancient times. Savicevic gave andragogy strength in Europe, shared it with Knowles who advanced it in the USA through application to human resource development (HRD) and viewing self-directed learning (SDL) as most important way to implement andragogy. Hadley developed/validated an andragogy/pedagogy measurement instrument. Simpson validated andragogy in the United Kingdom. Kabuga validated andragogy in Africa. Ingalls validated andragogy's nine dimensions for corporate managers' helping workers keep abreast and up to date with their various fields. Mezirow and Suanmali developed/validated with 174 adult educators' andragogy's charter with 10 SDL items.

Formal and Informal Training for Workers with Low Literacy: Building an International Dialogue

2009 ◽  
Vol 15 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Maurice Taylor ◽  
Karen Evans
Keyword(s):  
Informal Learning ◽  
Case Study Research ◽  
Low Literacy ◽  
Self Directed Learning ◽  
Workplace Literacy ◽  
The North ◽  
The United Kingdom ◽  
Learning At Work ◽  
Directed Learning ◽  
Cross Case Analysis

The purpose of this exploratory study was to investigate some of the kinds of formal and informal workplace training activities that workers with low literacy engage in from different parts of Canada and the United Kingdom. The study employed a multi-site case study research design with 31 employees and 18 instructors from seven different types of workplace literacy programmes in various regions of Canada and 42 employees and six supervisors/tutors from four workplace basic skills programmes in the north and south of Greater London, England. Data sources from each country were developed and were used for comparable purposes following a within case and cross case analysis. The findings are described under three main themes. The first theme depicts the range of formal workplace programmes in both countries that employees with low literacy have participated in. The second pattern highlights the main types of informal learning activities that emerged from the data which included: observing from knowledgeables; practicing without supervision; searching independently for information; focused workplace discussions and mentoring and coaching. The third theme describes some of the determining factors of the informal learning process. Implications of the study suggest that company sponsored workplace and essential skills programmes act as catalysts for further learning at work. As well, findings also seem to indicate that various forms of self-directed learning and the organisational context may play an important role as these workers engage in and shape everyday workplace practices. Suggestions for continuing the cross nation studies are also discussed.

The United Kingdom general practitioner and palliative care model

2017 ◽  
Author(s):  
Simon Noble ◽  
Nicola Pease
Keyword(s):  
Palliative Care ◽  
United Kingdom ◽  
General Practitioner ◽  
Communication Skills ◽  
Cost Effective ◽  
Self Directed Learning ◽  
The United Kingdom ◽  
Directed Learning ◽  
College Examinations ◽  
User Friendly

Within the United Kingdom, the general practitioner (GP) will manage the care of the majority of patients with life-limiting and terminal disease. The need for effective communication is recognized in the general practice curriculum and college examinations. The opportunity to review and critique one’s own communication skills allows considerable opportunity for self-directed learning and reflection. The development of a reflective portfolio of learning has been developed as a user-friendly and cost-effective way for the general practitioner to commit to lifelong learning in the context of communicating with palliative care patients. This chapter describes several models that can help deliver an evidence-based template of training, supported by a simple toolkit with which to empower GPs to enhance their communication skills throughout their professional careers.

scholarly journals CONSIDERATIONS ON INFORMAL LEARNING: DIFFERENT CONCEPTS AND THEIR DIMENSIONS

2016 ◽  
Vol 4 ◽  
pp. 13 ◽  
Author(s):  
Ramune Bagdonaite-Stelmokiene ◽  
Vilma Zydziunaite
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Situated Learning ◽  
Research Question ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Learning Intention ◽  
Directed Learning ◽  
Set Up ◽  
Definition Of

The definition of “informal learning” is ambiguous and thus distinguished by the diverse interpretations. The article aims to reveal identical learning dimensions (process, activity, context, interactions and outcomes), which set up different concepts of “informal learning”. The research question refers to the content of dimensions for distinct concepts of “informal learning”. The analysis has disclosed the “informal learning” to be continuum between “self-directed learning”, “self-regulated learning”, “self-managed learning”, “experiential learning”, “incidental/accidental learning”, “situated learning”, “learning through socialization” or “tacit learning”. Those diverse types of “informal learning” supplement each other rather than compete against. Learning intention, process and context setting might be manifested in distinct degrees, however, “informal learning” may refer to the construct covering learning forms, activities and acquired learning outcomes supplementing each other.  

PeerWise: A solution for all medical schools? (Preprint)

2018 ◽  
Author(s):  
Rebecca Robyn Best ◽  
Jason Leo Walsh ◽  
Paul Denny ◽  
Benjamin Howell Lole Harris
Keyword(s):  
Medical Students ◽  
Positive Feedback ◽  
Qualitative Data ◽  
Medical Schools ◽  
Learning Method ◽  
High Demand ◽  
Self Directed Learning ◽  
American University ◽  
American University Of Beirut ◽  
Directed Learning

UNSTRUCTURED There is a high demand for single best answer question banks at UK medical schools for the purpose of revision. PeerWise is an online platform that allows students to write, answer and discuss SBA questions pertaining to their course. It is unclear whether students from all cohorts at all medical schools will engage with PeerWise as a revision tool. PeerWise was introduced to cohorts of junior and senior medical students at Cardiff University and junior medical students at the American University of Beirut (AUB). Qualitative data were collected from these cohorts regarding their opinions of using the platform. Junior medical students at Cardiff University engaged well with PeerWise and gave positive feedback about using the site. However, senior medical students at Cardiff University and junior medical students at AUB did not engage with the question bank. Crowded schedule, access to other revision resources and use of PeerWise not being mandatory were identified as reasons for this lack of engagement. We recommend targeting introductory PeerWise sessions to large junior cohorts, establishing this learning method early in curricula where there is a large self-directed learning component, where is has proven to be very successful.

scholarly journals An approach to teaching psychiatry to medical students in the time of Covid-19

2020 ◽  
pp. 1-7 ◽  
Author(s):  
A. Guerandel ◽  
N. McCarthy ◽  
J. McCarthy ◽  
D. Mulligan
Keyword(s):  
Medical Education ◽  
Clinical Care ◽  
Self Directed Learning ◽  
Clinical Placements ◽  
Face To Face ◽  
Use Of Technology ◽  
Directed Learning ◽  
Teaching Psychiatry ◽  
Direct Student ◽  
Student Input

In this time of Covid-19, life in healthcare has changed immeasurably. It has rapidly been injected with an ‘all hands-on deck’ approach, to facilitate the necessary adaptations required to reduce the spread of the virus and deliver frontline clinical care. Inevitably aspects of these changes have disrupted the delivery of medical education, notably clinical placements have been cancelled and social distancing guidelines prohibit face-to-face teaching. The training of future doctors is an essential part of this effort. Indeed, the emergence of a global health threat has underlined its continued importance. For medical educators and students alike, we have been presented with a challenge. Concurrently, this presents us with an impetus and opportunity for innovation. For some time now, a transformation in medical education has been called for, with an increasing recognition of the need to prepare students for the changing landscape of healthcare systems. This has included a focus on the use of technology-enhanced and self-directed learning. As a team of educators and clinicians in psychiatry, working in the School of Medicine and Medical Sciences (SMMS) in University College Dublin (UCD), we will share how we have responded. We outline the adaptations made to our ‘Psychiatry’ module and consider the influence this may have on its future delivery. These changes were informed by direct student input.

scholarly journals Outbreak Measures Taken by Medical Schools During the Coronavirus Pandemic in London, United Kingdom: A Qualitative Study

2020 ◽  
Author(s):  
Andrew Ser Jien Ting ◽  
Carmen Lok Tung Ho
Keyword(s):  
United Kingdom ◽  
Thematic Analysis ◽  
Medical Schools ◽  
World Health ◽  
Clinical Placements ◽  
University Websites ◽  
The United Kingdom ◽  
The World ◽  
Social Media Platforms ◽  
Health Organization

Abstract Background: Coronavirus disease (COVID-19), caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), was first reported in Wuhan, China in December 2019. On 11 March 2020, the World Health Organization (WHO) declared COVID-19 to be a pandemic. As of mid-March 2020, more than a total of 150,000 cases have been reported in 122 countries, including 1,543 in the United Kingdom. Within London, there are five universities with medical schools each faced with difficult decisions on how to respond to this unprecedented situation, having to balance the education of future doctors who will soon be joining the front lines and their safety. In this paper, the responses and timeliness of medical schools are collated and compared. This will help guide medical schools’ responses in the future.Methods: Information was gathered from the official university websites and social media platforms. Thematic analysis was performed to obtain overarching categories of responses by the medical schools.Results: All five medical schools displayed similar responses to COVID-19, following guidance provided by Public Health England (PHE), Foreign & Commonwealth Office (FCO) and Medical Schools Council (MSC). Eight broad themes of responses were identified to have been undertaken by most London medical schools. Responses such as suspending clinical placements, keeping university facilities open and not banning on-campus events were universally adopted by all five medical schools. Other responses such as specific exam rearrangements and elective travel advice were more heterogeneous amongst the medical schools.Conclusion: Medical schools must take extraordinary measures in response to a pandemic. The experience gained from the COVID-19 pandemic will help future administrations be more confident in providing a more rapid response to similar health crises.

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