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Research article summary:
Thinking about learning: implications for principle-based professional education.
Abstract Extract:
The understanding of teaching and learning in medical education has increased to improve medical education at all levels. Selected approaches to understanding learning provide a basis for eliciting principles that may inform and guide educational ... (Full abstract text below) Published 2002
in Journal: J Contin Educ Health Prof
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. J Contin Educ Health Prof.
2002 ;22(2):69-76
Thinking about learning: implications for principle-based professional education.
Mann KV
Division of Medical Education, Faculty of Medicine, Dalhousie University, 5849 University Avenue, Clinical Research Centre, Room C-112, Halifax, NS B3H 4H7.
The understanding of teaching and learning in medical education has increased to improve medical education at all levels. Selected approaches to understanding learning provide a basis for eliciting principles that may inform and guide educational practice. In this article, these approaches are discussed from two perspectives: the cognitive and the environmental. The cognitive perspective includes activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge. The environmental perspective includes the dynamic interaction of learners with their environment, observational learning, incentives and rewards in the environment, goal setting and self-monitoring, self-efficacy, and situated learning. Implications are presented for facilitation of effective learning and support of the learning environment throughout the continuum of medical education.
PMID : 12099122 [PubMed - Indexed for MEDLINE]
This information is obtained from the National Library of Medicine (NLM). Abstract text and other information may be subject to copyright. Type "NLM copyright" into Google for more information.
Full Author Information
| First Name | LastName | Initials |
| Karen V | Mann | KV |
Affiliation: Division of Medical Education, Faculty of Medicine, Dalhousie University, 5849 University Avenue, Clinical Research Centre, Room C-112, Halifax, NS B3H 4H7.
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Category links from this article:- Curriculum
- Education, Medical
- Education, Medical, Continuing
- Humans
- Learning
- Psychological Theory
- Teaching - methods
- United States
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