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Titulo Artículo:
Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
Resumen:
Introduction: Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods: We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results: Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.
Fecha de publicación:
2019.
Autores :
Lisa DelSignore;
Carolyn Marcus;
Laura Chiel ;
Eli Freiman ;
Diane Stafford;
Lori Newman;
Ariel S Winn ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
ISBN:
2374-8265
Existencias:
7
Palabras claves:
Active Learning
Cognitive Learning Strategies
Memory Science.
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
Resumen:
Introduction: Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods: We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results: Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.
Fecha de publicación:
2019.
Autores :
Lisa DelSignore;
Carolyn Marcus;
Laura Chiel ;
Eli Freiman ;
Diane Stafford;
Lori Newman;
Ariel S Winn ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
1
Existencias:
7
Palabras claves:
Active Learning
Cognitive Learning Strategies
Memory Science.
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
Resumen:
Introduction: Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods: We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results: Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.
Autores:
Lisa DelSignore
,
Carolyn Marcus
,
Laura Chiel
,
Eli Freiman
,
Diane Stafford
,
Lori Newman
,
Ariel S Winn
,
.
Titulo Revista:
MedEdPORTAL : the journal of teaching and learning resources,
.
Numero:
Volumen:
15
Fecha de publicación:
2019.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
7
ISBN:
2374-8265
Palabras claves:
Active Learning
Cognitive Learning Strategies
Memory Science.
Público objetivo:
Docentes
Educadores Medicos
Título Medline-PubMed :
Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
Resumen:
Introduction: Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods: We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results: Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.
Autores :
Lisa DelSignore;
Carolyn Marcus;
Laura Chiel ;
Eli Freiman ;
Diane Stafford;
Lori Newman;
Ariel S Winn ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Fecha de publicación:
2019.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Active Learning
Cognitive Learning Strategies
Memory Science.
Público objetivo:
Docentes
Educadores Medicos
Título Medline-PubMed :
Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
Resumen:
Introduction: Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods: We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results: Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.
Autores :
Lisa DelSignore;
Carolyn Marcus;
Laura Chiel ;
Eli Freiman ;
Diane Stafford;
Lori Newman;
Ariel S Winn ;
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
Fecha de publicación:
2019.
Paginas:
1.
ISBN:
2374-8265 .
Idioma:
Inglés
Palabras claves:
Active Learning
Cognitive Learning Strategies
Memory Science.
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
Resumen:
Introduction: Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Methods: We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers. Results: Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.
Fecha de publicación:
2019.
Autor corporativo:
MedEdPORTAL : the journal of teaching and learning resources,
.
Idioma:
Inglés
Palabras claves:
Active Learning
Cognitive Learning Strategies
Memory Science.
Público objetivo:
Docentes
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Lisa DelSignore; Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings(2019). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2071
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Lisa DelSignore Carolyn Marcus Laura Chiel Eli Freiman Diane Stafford Lori Newman Ariel S Winn Lisa DelSignore Carolyn Marcus Laura Chiel Eli Freiman Diane Stafford Lori Newman Ariel S Winn Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings. 2019; 15Ed. 1.
