Professional development skills for obstetricians and gynaecologists:
"Introduction to educational theories There are a number of educational theories that underpin the practice of teaching and learning. Some of the more widely used theoretical frameworks relevant to medical education are highlighted here. Andragogy: Knowles suggests that adult learners share the...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, United Kingdom ; New York, NY
Cambridge University Press
2018
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| Schlagworte: | |
| Online-Zugang: | BSB01 FHN01 Volltext |
| Zusammenfassung: | "Introduction to educational theories There are a number of educational theories that underpin the practice of teaching and learning. Some of the more widely used theoretical frameworks relevant to medical education are highlighted here. Andragogy: Knowles suggests that adult learners share the following characteristics (1): . Are independent and self-directed learners . Use accumulated experience as a scaffold for new learning . Value integration of new learning into their existing commitments . Value problem-centred approaches to learning . Have internal drivers for motivation to learn . Need to know why and how learning benefits the learner In any setting involving adult learners, these characteristics need to be considered when planning educational events. Constructivist theory: Learning occurs through the construction of new ideas or concepts built upon the learners' existing knowledge and experiences. As this is based upon an individual's own previous knowledge and experiences, new knowledge can be constructed at the individual level, or be co-constructed by groups of learners within communities of practice (2)"-- |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 15 Oct 2018) |
| Beschreibung: | 1 Online-Ressource |
| ISBN: | 9781316831748 |
| DOI: | 10.1017/9781316831748 |
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| 520 | 3 | |a "Introduction to educational theories There are a number of educational theories that underpin the practice of teaching and learning. Some of the more widely used theoretical frameworks relevant to medical education are highlighted here. Andragogy: Knowles suggests that adult learners share the following characteristics (1): . Are independent and self-directed learners . Use accumulated experience as a scaffold for new learning . Value integration of new learning into their existing commitments . Value problem-centred approaches to learning . Have internal drivers for motivation to learn . Need to know why and how learning benefits the learner In any setting involving adult learners, these characteristics need to be considered when planning educational events. Constructivist theory: Learning occurs through the construction of new ideas or concepts built upon the learners' existing knowledge and experiences. As this is based upon an individual's own previous knowledge and experiences, new knowledge can be constructed at the individual level, or be co-constructed by groups of learners within communities of practice (2)"-- | |
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| isbn | 9781316831748 |
| language | English |
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| spelling | Professional development skills for obstetricians and gynaecologists edited by Tahir Mahmood, Forth Park Hospital, Kirkcaldy, Sambit Mukhopadhyay, Norfolk & Norwich University Hospital Cambridge, United Kingdom ; New York, NY Cambridge University Press 2018 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 15 Oct 2018) "Introduction to educational theories There are a number of educational theories that underpin the practice of teaching and learning. Some of the more widely used theoretical frameworks relevant to medical education are highlighted here. Andragogy: Knowles suggests that adult learners share the following characteristics (1): . Are independent and self-directed learners . Use accumulated experience as a scaffold for new learning . Value integration of new learning into their existing commitments . Value problem-centred approaches to learning . Have internal drivers for motivation to learn . Need to know why and how learning benefits the learner In any setting involving adult learners, these characteristics need to be considered when planning educational events. Constructivist theory: Learning occurs through the construction of new ideas or concepts built upon the learners' existing knowledge and experiences. As this is based upon an individual's own previous knowledge and experiences, new knowledge can be constructed at the individual level, or be co-constructed by groups of learners within communities of practice (2)"-- Gynecology Obstetrics Mahmood, Tahir Ahmed edt Mukhopadhyay, Sambit edt Erscheint auch als Druck-Ausgabe 978-1-316-83174-8 https://doi.org/10.1017/9781316831748 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Professional development skills for obstetricians and gynaecologists |
| title | Professional development skills for obstetricians and gynaecologists |
| title_auth | Professional development skills for obstetricians and gynaecologists |
| title_exact_search | Professional development skills for obstetricians and gynaecologists |
| title_exact_search_txtP | Professional development skills for obstetricians and gynaecologists |
| title_full | Professional development skills for obstetricians and gynaecologists edited by Tahir Mahmood, Forth Park Hospital, Kirkcaldy, Sambit Mukhopadhyay, Norfolk & Norwich University Hospital |
| title_fullStr | Professional development skills for obstetricians and gynaecologists edited by Tahir Mahmood, Forth Park Hospital, Kirkcaldy, Sambit Mukhopadhyay, Norfolk & Norwich University Hospital |
| title_full_unstemmed | Professional development skills for obstetricians and gynaecologists edited by Tahir Mahmood, Forth Park Hospital, Kirkcaldy, Sambit Mukhopadhyay, Norfolk & Norwich University Hospital |
| title_short | Professional development skills for obstetricians and gynaecologists |
| title_sort | professional development skills for obstetricians and gynaecologists |
| url | https://doi.org/10.1017/9781316831748 |
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