Browsing by Subject "Models, Educational"
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Item Ethics education in the health professions: designing for learning that lasts(2021-10-12) Haddad, Amy M.This presentation provides a conceptual framework for course, continuing professional education and curricular design in ethics education for health professionals. The emphasis will be on teaching for deep understanding whose overarching aims are to have learners gain genuine understanding of content, apply problem-solving skills in novel situations, and actively reflect on their actions and thinking. I will feature examples of tested learning strategies and assessment tools for online and in-person environments as well as ways to achieves ethics competencies through learning activities designed for the individual and interprofessional levels.Item [News](1972-08-25) Fenley, Bob; Weeks, John; Harrell, AnnItem Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students(2019-04-01) Gaitonde, Shivani; Zimmern, Philippe E.; Winkler, Alisa; Sendelbach, DorothyINTRODUCTION: In an effort to bridge the gap between medical students and faculty educators, utilizing learning theories and interactive elements as a basis for new curriculum development may improve student engagement and knowledge acquisition. OBJECTIVES: Our goal was to apply these learning theories to create a pelvic and urologic anatomy review lecture during the Surgery clerkship, and permanently integrate this new curriculum into medical student education. METHODS: A specific curricular problem was identified and objectives from the AUA Medical Student Curriculum were selected as the basis of a new pelvic and urologic anatomy curriculum. Interactive educational strategies were utilized to create curricular content, including 3D models, laparoscopic videos, and cases. Finally, the curriculum was implemented in pre-pilot, pilot and full-scale teaching sessions. Quality of curriculum was evaluated with a short pre- and post-test and a qualitative Likert-scaled survey, as well as optional free-response comments. RESULTS: For n = 124 students, there was a significant improvement between pre- and post-test scores, p < 0.01 with a large Cohen's effect size, d = 2. On qualitative survey, students positively reported that they enjoyed and recommended this session to future students. Learner feedback was used to improve curricular content throughout the course of this project. CONCLUSION: Utilizing learning theories and interactive educational strategies enables curriculum to be both efficacious and enjoyable for learners.