Volver al buscador
Vista en detalle del documento
Titulo Artículo:
How do medical educators design a curriculum that facilitates student learning about professionalism?
Resumen:
Objective: This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods: Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results: Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning.
Fecha de publicación:
2016.
Autores :
Glenn Mason ;
Shaoyu Wang;
Vicki Langendyk;
Autor corporativo:
International journal of medical education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
7
Idioma:
Inglés
Páginas:
32
ISBN:
2042-6372
Existencias:
43
Palabras claves:
Curriculum development
Curriculum reform
Design based research
Discourses of professionalism
Público objetivo:
Decanatura
Docentes
Medicos
Titulo Artículo:
How do medical educators design a curriculum that facilitates student learning about professionalism?
Resumen:
Objective: This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods: Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results: Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning.
Fecha de publicación:
2016.
Autores :
Glenn Mason ;
Shaoyu Wang;
Vicki Langendyk;
Autor corporativo:
International journal of medical education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
7
Idioma:
Inglés
Páginas:
32
Existencias:
43
Palabras claves:
Curriculum development
Curriculum reform
Design based research
Discourses of professionalism
Público objetivo:
Decanatura
Docentes
Medicos
Titulo Artículo:
How do medical educators design a curriculum that facilitates student learning about professionalism?
Resumen:
Objective: This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods: Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results: Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning.
Autores:
Glenn Mason
,
Shaoyu Wang
,
Vicki Langendyk
,
.
Titulo Revista:
International journal of medical education,
.
Numero:
7
Volumen:
4
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
32
Página Final:
43
ISBN:
2042-6372
Palabras claves:
Curriculum development
Curriculum reform
Design based research
Discourses of professionalism
Público objetivo:
Decanatura
Docentes
Medicos
Título Medline-PubMed :
How do medical educators design a curriculum that facilitates student learning about professionalism?
Resumen:
Objective: This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods: Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results: Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning.
Autores :
Glenn Mason ;
Shaoyu Wang;
Vicki Langendyk;
Autor corporativo:
International journal of medical education,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Curriculum development
Curriculum reform
Design based research
Discourses of professionalism
Público objetivo:
Decanatura
Docentes
Medicos
Título Medline-PubMed :
How do medical educators design a curriculum that facilitates student learning about professionalism?
Resumen:
Objective: This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods: Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results: Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning.
Autores :
Glenn Mason ;
Shaoyu Wang;
Vicki Langendyk;
Autor corporativo:
International journal of medical education,
Fecha de publicación:
2016.
Paginas:
32.
ISBN:
2042-6372.
Idioma:
Inglés
Palabras claves:
Curriculum development
Curriculum reform
Design based research
Discourses of professionalism
Público objetivo:
Decanatura
Docentes
Medicos
Titulo Artículo:
How do medical educators design a curriculum that facilitates student learning about professionalism?
Resumen:
Objective: This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods: Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results: Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning.
Fecha de publicación:
2016.
Autor corporativo:
International journal of medical education,
.
Idioma:
Inglés
Palabras claves:
Curriculum development
Curriculum reform
Design based research
Discourses of professionalism
Público objetivo:
Decanatura
Docentes
Medicos
Citar
Enviar por correo electrónico
Imprimir
Guardar
Consultar
INGRESE LOS SIGUIENTES DATOS
PARA ENVIAR EL CORREO
Sus nombres:
Sus apellidos:
Su correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Correo electrónico destino:
Se necesita un valor.
Formato no válido.
Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Glenn Mason ; How do medical educators design a curriculum that facilitates student learning about professionalism?(2016). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1788
INGRESE LOS SIGUIENTES DATOS
PARA RESERVA EN SALA
Sus nombres:
Sus apellidos:
Correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Programar la fecha de su visita:
Programar la hora de su visita:
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 M
1:00 PM
2:00 PM
3:00 PM
¿Cómo citar este documento?
Seleccionar y copiar el texto.
Glenn Mason Shaoyu Wang Vicki Langendyk Glenn Mason Shaoyu Wang Vicki Langendyk How do medical educators design a curriculum that facilitates student learning about professionalism?. 2016; 4Ed. 32.
